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    Laria Walker Clark Kozmo Debate

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    The document summarizes the debate between Richard Clark and Robert Kozma on the impact of technology on student learning. Clark believed that technology alone does not influence learning, while Kozma argued that technology can transform learning if used correctly, as shown in his research on the Thinker Tools program. The author agrees with Kozma's position and argues that technology needs to shift towards being learner-centered rather than just a delivery tool for teachers. Cognitive theories from Sweller and Mayer provide support for how technology can reduce cognitive load and help students form lasting knowledge schemas.

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    Laria Walker Clark Kozmo Debate

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    The document summarizes the debate between Richard Clark and Robert Kozma on the impact of technology on student learning. Clark believed that technology alone does not influence learning, while Kozma argued that technology can transform learning if used correctly, as shown in his research on the Thinker Tools program. The author agrees with Kozma's position and argues that technology needs to shift towards being learner-centered rather than just a delivery tool for teachers. Cognitive theories from Sweller and Mayer provide support for how technology can reduce cognitive load and help students form lasting knowledge schemas.

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    The document summarizes the debate between Richard Clark and Robert Kozma on the impact of technology on student learning. Clark believed that technology alone does not influence learning, while Kozma argued that technology can transform learning if used correctly, as shown in his research on the Thinker Tools program. The author agrees with Kozma's position and argues that technology needs to shift towards being learner-centered rather than just a delivery tool for teachers. Cognitive theories from Sweller and Mayer provide support for how technology can reduce cognitive load and help students form lasting knowledge schemas.

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    Download as doc, pdf, or txt
    204 views5 pages

    Laria Walker Clark Kozmo Debate

    Uploaded by

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    The document summarizes the debate between Richard Clark and Robert Kozma on the impact of technology on student learning. Clark believed that technology alone does not influence learning, while Kozma argued that technology can transform learning if used correctly, as shown in his research on the Thinker Tools program. The author agrees with Kozma's position and argues that technology needs to shift towards being learner-centered rather than just a delivery tool for teachers. Cognitive theories from Sweller and Mayer provide support for how technology can reduce cognitive load and help students form lasting knowledge schemas.

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    DEBATE 1

    Clark-Kozma Debate

    LaRia Walker

    University of West Georgia

    Dr. Adriana DAlba, Instructor

    MEDT 8463 Issues in Instructional Technology

    March 13, 2016


    DEBATE 2

    Clark-Kozma Debate

    When it comes to education, society and individuals have diverse views and opinions of

    technology in the classroom. Two men, in particular, have varying opinions of whether or not

    technology can affect student learning. Richard Clark and Robert Kozma have debated the issue

    of media in the classroom for years. Both Clark and Kozma have stimulating explanations for

    their positions. Clark, believing that media has no impact on student learning, shared several

    examples to persuade his audience; however, Kozma shared insightful interpretations as well.

    Richard Clark does not believe that media influences learning. His position on this matter

    goes beyond the superficial idea that technology is the next best thing for students. As an

    elementary school teacher, I have heard many administrators say that educators are not using

    enough technology in the classrooms; however merely utilizing technology for instructional

    delivery does not increase student achievement according to Clark. There is a difference between

    delivery technologies and design technologies. According to Clark (1994), Delivery

    technologies influence the cost and access of instruction and information. Design technologies

    make it possible to influence student achievement (p. 23).

    Kozma believes that technology can transform or impact students learning if utilized

    correctly. Kozmas research on Barbara Whites Thinker Tools computer-based learning

    environment proved that increased student achievement can take place through the incorporation

    of educational technology. Kozma analyzed student learning results from different classrooms

    where teachers utilized different methods of instruction. One classroom used the Thinker Tools

    computer program while the other classes utilized traditional methods of instruction. After

    analyzing the results Kozma said that, the students using Thinker Tools both demonstrated

    significantly greater improvement and scored significantly higher than the high school students
    DEBATE 3

    who were on the average six years older had selected themselves into physics, and had been

    taught about force and motion using traditional methods.

    My position on educational technology is shared with that of Kozmas. I feel that in order

    to be valuable, technology has to transform students education rather than just be integrated into

    teacher delivery methods. Education has to be learner-centered. An example of learner-centered

    technology integration is virtual worlds. This technology tool stood out to me because I have

    participated in virtual games such as the Kim Kardashian virtual world game. The individual

    playing these games becomes consumed in the life of their avatar experiencing things that they

    may not get the chance to explore in real life. The idea of having virtual worlds in the classroom

    is remarkable. Some virtual learning experiences are unreal. For example, students can be

    shrunk to a size small enough to explore such places as the human (Yun-Jo, 2012). Educational

    technology will have taken a shift once students have the potential to create their own

    knowledge, produce and edit this knew-found knowledge, and evaluate and analyze it as well all

    white utilizing computer-based learning (Yun-Jo, 2012).

    John Sweller and Richard Mayers cognitive theories have information that could solve

    the on-going debate between Clark and Kozma. Sweller says that in order for learning to take

    place at an optimum level, learning materials should keep the cognitive load of learners at a

    minimum during instructional delivery (Sweller, 1988). I believe that Sweller could bound the

    debate between Kozma and Clark due to the fact that traditional modes of learning involve large

    amounts of problem-solving thus bringing heavy cognitive loads for students. He suggests

    lightening student cognitive loads by incorporating non-goal specified instructions for

    assignments. This measures greatly with computer-based learning where students can learn by

    doing and experimenting rather than the traditional sit-and-get approaches to learning. John
    DEBATE 4

    Mayer also interjects information that could be used to solve the debate between Kozma and

    Clark. Mayer (2014) believes that information by actively creating mental representations.

    Mayer also discusses the role of three memory stores: sensory (which receives stimuli and stores

    it for a very short time), working (where we actively process information to create mental

    constructs (or schema), and long-term (the repository of all things learned). Mayers cognitive

    theory of multimedia learning presents the idea that the brain does not interpret a multimedia

    presentation of words, pictures, and auditory information in a mutually exclusive fashion; rather,

    these elements are selected and organized dynamically to produce logical mental constructs. In

    order to decrease cognitive load and ensure that students create lasting schema and knowledge,

    they must be exposed to various methods of the same information such as visually, verbally, an

    etc. The easiest way for this to transpire is through computer-based learning.

    The role of technology in the classroom will need to make a major shift in the upcoming

    years. The impact that technology has had in the classroom has shown little progress. I agree that

    technology has not made too much of a difference when it comes to a student-centered learning.

    According to Christensen (2011), Lecturing, group discussions, small-group assignments and

    projects, and the occasional video or overhead are still the norms. (p. 83). This is why

    integrating technology in meaningful ways into the classroom is important. Where technology

    was once used as teacher tools must transform into educational technology where students are

    creating their own theories and ideas. Technology has to transform students education rather

    than just be integrated into teacher delivery methods.


    DEBATE 5

    References

    Christensen, C., Horn, M., Johnson, C. (2001). Disrupting Class How Disruptive Innovation Will

    Change the Way the World Learns. United States of America: McGraw-Hill.

    Clark, R. E. (1994). Media will never influence learning. Educational Technology, Research and

    Development, 42(2), 21 - 29.

    Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational

    Technology, Research and Development, 42(2), 7 - 19.

    Learning-theories.com. (2014). Cognitive Theory of Multimedia Learning. Retrieved from

    https://kaneb.nd.edu/assets/155013/mayer_cogtheory_multimedialearning.pdf

    Sweller, J. (1988) Cognitive load during problem solving: Effects on learning, Cognitive

    Science, 12, 257-285.

    Yun-Jo, A. (2012).Learner-Centered Technology Integration. Encyclopedia of E-Leadership,

    Counseling and Training, 1, 797-807

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