Developmental midterm

ONLINE EDUCATION & ASSISTIVE TECHNOLOGY AS SEEN THROUGH THE LENS OF ZYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT : 

ONLINE EDUCATION & ASSISTIVE TECHNOLOGY AS SEEN THROUGH THE LENS OF ZYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT Bridget Hollenback MSC-562 June, 2010

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Education is not the filling of a vessel, but the kindling of a flame. -Socrates

Technology has changed the way we see the world. : 

The rise of the Internet provides us with opportunities to connect, improve lives, and support and develop communities in ways never before possible. Technology has changed the way we see the world. Photograph: Chris Jackson/Getty Images

For young people, or digital natives, as Prensky (2001) has termed them, technology is ubiquitous. : 

For young people, or digital natives, as Prensky (2001) has termed them, technology is ubiquitous. Photo: Joseph Ferrara 67% of U.S. children in nursery school use computers. 80% of U.S. children in kindergarten use computers. 23% of U.S. children in nursery school use the Internet. 32% of U.S. children in kindergarten use the Internet. 97% of U.S. high school students use computers. 80% of U.S. high school students use the Internet. (NCES, 2005)

It becomes vital, then, to look at how the marriage of development, education and technology impacts young people, and to develop best practices to ensure this intersection can be used in the most effective manner possible. : 

It becomes vital, then, to look at how the marriage of development, education and technology impacts young people, and to develop best practices to ensure this intersection can be used in the most effective manner possible. “The adoption of the online environment as the teaching vehicle of the future …demands a reexamination of our core beliefs about pedagogy and how students learn. …It forces us to figure out how to use rapidly changing technologies to enhance learning” (Rudestam & Schoenholtz-Read, 2010, p.1.) Image: Sylvia Cooper

How Best to Make Sense of it all? : 

How Best to Make Sense of it all? Perhaps, a helpful way to address this new learning model would be to apply VYGOTSKY’S concept of the ZONE OF PROXIMAL DEVELOPMENT. Vygotsky image retrieved from: http://www.marxists.org/archive/vygotsky/images/index.htm

Vygotsky’s Zone of Proximal Development. : 

Vygotsky’s Zone of Proximal Development. The zone of proximal development is a dynamic socio-developmental state. Vygotsky felt that “at the lower limit of the zone are the tasks that children can accomplish independently, while at the upper limit is the space where more complex tasks can be realized by children through interactions with more knowledgeable others” (Bowler, Large, Beheshti & Nessett, 2005, p. 4.) Zone of Proximal Development Diagram retrieved from: http://bucs.wikispaces.com/vygotsky

Video discussion of Zone of Proximal Development : 

Video discussion of Zone of Proximal Development http://www.youtube.com/watch?v=rX8lRh1u5iE&feature=related (Please click link to watch video)

The framework which helps to guide someone through the zone of proximal development is called Scaffolding. : 

The framework which helps to guide someone through the zone of proximal development is called Scaffolding. Scaffolding is a metaphor coined by Jerome Bruner (1976) used to describe the process of helping a young person move through the zone of proximal development. “The scaffold is the environment the teacher creates, the instructional support, and the processes and language that are lent to the student in the context of approaching a task and developing the abilities to meet it” (Wilhelm, Baker, & Dube, 2001.) Diagram retrieved from: www.educ.utas.edu.au/.../Research/paradox.htm

Technology : 

Technology Understanding how the zone of proximal development and scaffolding can help people learn, how can we apply them to technology in aiding education and improving the lives of the disabled? Image retrieved from: http://www.i-spiral.com/

Technology : 

Technology Vygotsky felt that it is by “using tools that humans master their environments, satisfy their needs, and ideally, fulfill their deepest creative potentials” (Crain, 2005, p. 219.) Image retrieved from: http://www.orlandoappleacademy.com/images/computer.jpg

Technology : 

Technology Additionally, Vygotsky felt that “During the process of constructing understanding, teachers are facilitators not providers of information” (Coe & Bailey, 2004, slide 3.) Image retrieved from: http://www.babble.com/CS/blogs/strollerderby/archive/tags/teacher/default.aspx

Technology as Facilitator : 

Technology as Facilitator Technology, then, can provide similar support in the learning process. The engaging nature of the internet, can serve as a type of scaffolding to help children navigate the zone of proximal development. Image retrieved from: http://news.bbc.co.uk/1/hi/uk/8241045.stm

But, do our educators understand how to effectively use technology to engage?… : 

But, do our educators understand how to effectively use technology to engage?… “There is a big difference between entertaining students and engaging them. Technology in the classroom is only successful if it engages” (Oblinger, as cited by Su, 2007.) http://www.youtube.com/watch?v=_A-ZVCjfWf8&feature=related (Please click link to watch video)

Educators + Technology=Greater Potential for reaching the Zone of Proximal Development : 

Educators + Technology=Greater Potential for reaching the Zone of Proximal Development The embracing of technology by educators, who tend to be digital immigrants (Prensky, 2001) “requires a cultural shift and a certain openness to experimentation and social exploration that is generally not characteristic of educational institutions” (Ito et al., 2008, p. 35.) Image retrieved from: http://www.educationworld.com/a_tech/tech/tech180.shtml

“The learning paradigm has changed” (Rudestam & Schoenholtz-Read, 2010, p.163.) : 

“Phenomenology is at work here. Psychology is at the center. Learning is more about behavior than about technology, which is simply a vehicle. Nevertheless, digital worlds allow students to interact with digital objects, which serve to enhance deeper comprehension of the educational material” (Bricken & Byrbe, as cited by Rudestam & Schoenholtz-Read, 2010, p. 165.) Or, in other words, digital worlds serve as scaffolding tools in the process of working through the zone of proximal development. “The learning paradigm has changed” (Rudestam & Schoenholtz-Read, 2010, p.163.) The theories of Zygotsky + Technology = the future of education.

Another use for the integration of technology and scaffolding:ASSISTIVE TECHNOLOGY : 

Another use for the integration of technology and scaffolding:ASSISTIVE TECHNOLOGY Assistive Technology is any technological tool that can help the disabled. Benefits include: Increase of Independence. Fostering of improved self-esteem. Improve Socialization. Vitality. Sense of Mastery. Ability to continue educational process. Engagement. Aid in the ease of daily living.

Technologically based AI programs utilizing the scaffolding idea help the disabled learn, improve and enjoy life & reach their zone of proximal development. : 

Technologically based AI programs utilizing the scaffolding idea help the disabled learn, improve and enjoy life & reach their zone of proximal development. Vygotsky felt that focus should be placed upon the capabilities of a student rather than their disabilities (Woodruff, 2009.) http://www.youtube.com/watch?v=capg1FmXYUI&feature=related (Please click link to watch video.)

Benefits of connecting the disabled with technology seem too impactful to ignore. : 

Benefits of connecting the disabled with technology seem too impactful to ignore. Socialization, mental stimulation, & self-efficacy through AI tools developed with a scaffolding mentality help keep depression & isolation at bay for the disabled. This is known as the “resource-oriented approach” or “inclusive learning” (Woodruff, 2009, p. 6.) Technology provides the disabled with the opportunity for self-sufficiency. Or in other words, serves as the scaffolding allowing them to reach their ZONE OF PROXIMAL DEVELOPMENT. Image retrieved from: www.mrsreber.com/.../computerworkstationsm.jpg

So, what does the future hold? : 

So, what does the future hold? Image retrieved from: blogs.psychcentral.com/.../

For Education ? : 

“The teacher must orient his work not on yesterday’s development in the child, but in tomorrow’s”- L. Vygotsky For Education ? “Youth’s participation in this networked world suggests new ways of thinking about the role of education. What would it mean to really exploit the potential of the learning opportunities available through online resources and networks? Rather than assuming that education is primarily about preparing for jobs and careers, what would it mean to think of it as a process guiding youths’ participation in public life more generally? Finally, what would it mean to enlist help in this endeavor from engaged and diverse publics that are broader than what we traditionally think of as educational and civic institutions? (Ito, et al., 2008, p. 3.) Image retrieved from: ycorpblog.com/

For the disabled? : 

“Learning is more than the acquisition of the ability to think; it is the acquisition of many specialized abilities.”-L. Vygotsky For the disabled? “Quality of life is a complex and multidimensional construct. It is dynamic, changing over time and over a person’s life. It arises from a person’s interaction with their environment. It is experienced differently from person to person, but has the same components for everyone. The most important perspective on how AT affects quality of life is the perspective of the device user. We define quality of life impact as the effect of the technology on, "the degree to which a person enjoys the important possibilities of his/her life" (Renwick, Brown, & Raphael, 1994, p.35). An assistive device will promote good quality of life for the user to the extent to which it makes the user feel competent, confident, and inclined (or motivated) to exploit life’s possibilities. These three key dimensions have been determined empirically to underlie how users perceive the psychosocial impacts of AT” (Jutai, 2001.) Image retrieved from: www.babyboomercaretaker.com

As we can see; though the zone of proximal development was introduced in 1934, its potential application tied to technological advances relating to education and improving the lives of the disabled is as relevant today as it was seventy six years ago. : 

As we can see; though the zone of proximal development was introduced in 1934, its potential application tied to technological advances relating to education and improving the lives of the disabled is as relevant today as it was seventy six years ago.

References: : 

References: Bowler, L., Large, A., Beheshti, J., Nessett, V. (2005). Children and Adults Working Together in the Zone of Proximal Development: A Theory for User-Centered Design. McGill University. Retrieved June 23, 2010 from: http://www.cais-acsi.ca/proceedings/2005/bowler_2005.pdf Coe, M., Bailey, B. (2004). Vygotskian Viewpoint: Technology and Constructivism. [Powerpoint & Web Article]. Retrieved June 23, 2010 from: http://faculty.mwsu.edu/west/maryann.coe/coe/vygotsky/vygotsky.htm Crain, W. (2005). Theories of Development. (5th Ed. ) Upper Saddle River, NJ: Pearson/Prentice Hall Huerta, H. (2010, April 4). Zone of Proximal Development. [Video]. Retrieved June 23, 2010 from: http://www.youtube.com/user/HHuertaOTR Ito, M., Horst, H.,Bittanti, M., boyd, d., Herr-Stephenson, B., Lange, P., Pascoe, CJ, Robinson, L. (2008). Living and Learning with New Media: Summary of Findings from the Digital Youth Project. MacArthur Foundation. Jutai, J. (2001). Measuring the Psychosocial Impact of Assistive Technology. Retrieved June 25, 2010 from: http://www.csun.edu/cod/conf/2001/proceedings/0100jutai.htm “Lev Vygotsky Presented by Colette & Jason.” Retrieved June 23, 2010 from: http://bucs.wikispaces.com/vygotsky NCES (National Center for Educational Statistics). (2005). Rates of Computer and Internet Use by Children in Nursery School and Students in Kindergarten Through Twelfth Grade: 2003. U.S. Department of Education. Retrieved June 25, 2010 from: http://nces.ed.gov/pubs2005/2005111.pdf Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9, No. 5. Renwick, R., Brown, I., & Raphael, D. (1994). Quality of life: linking a conceptual approach to service provision. Journal of Developmental Disabilities, 3, 32-44. Rudestam, K., Schoenholtz-Read, J. (2010). Handbook of Online Learning. (2nd Ed.) Los Angeles: SAGE Publishing Su, E. (2007, January 28). Finding New Ways to Connect. San-Diego Tribune. Retrieved June 23, 2010 from: http://legacy.signonsandiego.com/news/education/20070128-9999-lz1n28newways.html Wilhelm, J., Baker, T., Dube, J. (2001). Scaffolding Learning. Adapted from Strategic Reading: Guiding Students to Lifelong Literacy . Retrieved June 23, 2010 from: http://www.myread.org/scaffolding.htm Woodruff, K. (2009, October 7). Vygotsky-Defectology and Robotic AI in the Special Education Classroom. Scribd. Retrieved June 23, 2010 from: http://www.scribd.com/doc/20931198/Vygotsky-Defectology-and-Robotic-AI-in-the-special-education-classroom