PARADIGM SHIFT IN TECHNOLOGY INTEGRATIONKRYSTLER KATE L. CAGUIOA

PARADIGM SHIFTParadigm shift is where faculty and their institutions reconfigure teaching and learning activities to take full advantage of new technology.

The result is a mix of the best of the old and best of the new.

PARADIGM SHIFT

throwing out theories (Kuhn) that can no longer stand because research has shown them to be flawed or wrong.

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Emphasis on content, acquiring a body of right information

New ParadigmEmphasis on learning

how to learn, how to ask questions.

Pay attention to the right things, be open to and evaluate new concepts have access to information.

Context is important.

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Learning as a product, a destination

New Paradigm

Learning as a process, a journey

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Relatively rigid structure, prescribed curriculum

New Paradigm

Relatively flexible structure, belief that there are many ways to teach given subjects

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Lockstep progress emphasis on the appropriate ages for certain activities.

Age segregation

New Paradigm

Flexibility and integration of age groupings, individual not automatically limited to certain subjects

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Priority on performance

New Paradigm

Priority on self image as the generator of performance

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Guessing and divergent thinking discouraged

New Paradigm

Guessing and divergent thinking encouraged as part of the creative process

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Emphasis on analytical linear left brain thinking

New Paradigm

Strives for whole-brain education

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Labeling contributes to self-fulfilling prophecy

New Paradigm

Labeling used only in minor prescriptive role and not as a fixed evaluation

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Concern with norms

New Paradigm

Concerned with the individual’s performance in terms of his potential

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Primary reliance on theoretical abstract knowledge

New Paradigm

Theoretical and abstract knowledge heavily complemented by experiment and experience

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Everyone is taught the same thing at the same time, by age. Emphasis on teaching

New Paradigm

Everyone learns when they are ready, developmentally. Emphasis on meaningful learning

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Classrooms designed for efficiency, convenience

New Paradigm

Concern for the environment of learning-lighting, colors, physical comfort, needs for privacy and interaction, quiet and exuberant activities

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Education seen as a social necessity for a certain time to train for a specific role

New Paradigm

Education seen as lifelong process. One only tangentially related to schools

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Increasing reliance on technology

New Paradigm

Human relationships, teachers and learners, are of primary importance. Appropriate technology

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Teacher imparts knowledge, one-way street

New Paradigm

Teacher is a learner too, learning from students

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

The old assumptions generate questions about how to achieve norms, obedience and correct answers.

New Paradigm

The new assumptions lead to questions about how to motivate for lifelong learning, how to strengthen self-discipline, how to awaken curiosity, and how to encourage creative risk

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Child is passive

New Paradigm

Child is a thinking, self-propelling,well adjusted individual

CHARACTERISTICS OF THE NEW EDUCATIONAL PARADIGM(MIDDLE OF 20TH CENTURY)

Old Paradigm

Grades as the reward/consequence

New Paradigm

Learning as the reward, grades are secondary

PARADIGM SHIFT“The larger paradigm looks to the nature of learning rather than methods of instruction. Learning after all is not schools, teachers, literacy, math, grades or achievement. It is the process by which we have moved every step of the way since we first breathed, a transformation that occurs in the brain. Whenever new information is integrated, whenever a new skill is mastered, learning is kindled in the mind of the individual. Anything else is mere schooling”. Marilyn Ferguson

SUMMARY

We are transitioning from the old industrial model of education to the learner-centered, active class of the future. The teacher needs to move away from the stand and deliver approach and should realize there is more to teaching than just disseminating content.  We need to rethink and embrace a new purpose for schooling to educate a generation who are active, engaging, enthusiastic and advocate solutions to complexities of the modern society.

REFERENCES:

http://www.karenfogle.com/paradigm-shift-in-education

http://69.195.124.92/~totalwhi/newsletter/2013/05/01/a-paradigm-shift-in-education/

http://en.wikipedia.org/wiki/Paradigm_shift

http://www.academia.edu/1982979/Paradigm_Shifts_on_Educational_Technology_and_its_Posibilities_for_Transformative_Action