Motivation and Learning

Image source, with permission: Bucella, 2008, Cartoon Stock 

Merrill’s (2002) ‘first principles of instruction’ include four phases (activation, demonstration, application, and integration) occurring in the context of real-world tasks or problems.  As both a teacher and learner myself, I found it interesting that Merrill does not include learner motivation as a first principle and, in fact, argues that “the real motivation for learners is learning” (p. 50).  Is motivation really an outcome of learning, as Merrill posits, or is motivation needed for learning to occur?

Motivation might be a learning outcome if Merrill’s principles could be customized for each and every student, for example, if instruction could start from exactly the point of what each student already knows, and if the task or problem could be customized to the student’s particular learning needs.  This is rarely feasible in today’s learning environments, however.  A teacher often has many students and a finite amount of time to cover pre-determined learning objectives.  Also, I believe the subject matter itself must initially be motivating to the learner.  If one does not have an interest in playing the piano, becoming a medical doctor, or quantum mechanics, I am unsure that any attempt to follow Merrill’s principles of instruction would motivate the student to invest the time and energy to learn.  Learning appears to require learner motivation, either from internal factors such as curiosity of the subject, or external factors such as desiring a passing grade or promotion (Halamish, Madmon, & Moed, 2019).  Considering your own experiences as an educator or learner, is motivation an outcome or a cause of learning?


Halamish V, Madmon I, & Moed A. (2019). Motivation to learn: The long-term mnemonic benefit of curiosity in intentional learning. Experimental Psychology, 66(5), 319-330. doi:10.1027/1618-3169/a000455

Merrill, M D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 42-59.

Screen Time Guidelines: Unjustified Hype or Sound Advice?

Image Source: Terry Vine/Getty Images/Blend Images

Unit 4, Activity 7

We all seem to be spending more time staring at screens.  While there was concern of past generations spending too much time watching television, primarily for entertainment, we now stare at our smart phones, tablets, laptops, desktops, and televisions for work, school, entertainment, and social connection.  There are software applications targeted at people of all ages, including newborns.  With screens now creeping into every aspect of our lives, it is important to question their influence, especially on the developmental years of childhood.  Is this increase in screen time the cause of the increase in child obesity?  Is there a connection between increased screen time and childhood behavioral or learning problems?  Sound evidence is certainly required before we label the quantity of screen time as a major, minor or insignificant factor in childhood health and wellbeing.  Government and professionals in this field have a responsibility to provide policies and guidelines grounded in sound evidence so that parents, guardians can be aware of the factors which do, or do not, affect childhood health, and make educated decisions. 

Etchells et al. (2017) contend that context of screen use and content are important factors in childhood health and wellbeing and “may have a much greater impact than sheer quantity alone” (para. 2).  Although the authors do not provide evidence, these do appear to be important factors requiring further research and consideration.  The authors also postulate that there is no evidence to indicate a connection between screen time and childhood health and wellbeing.  In fact, they go so far as to argue that the argument is “simplistic” (para. 2) and “arguably meaningless” (para. 2) and posit that to assume a connection may be detrimental or even “potentially harmful” (para. 3).  Although this article lists over 80 professionals as the authors, there are scores of research studies which provide evidence in opposition to this perspective. 

Research studies suggesting there IS a connection between screen time and children’s health and wellbeing extend across many disciplines and countries.  For example, in a publication by American Academy of Pediatrics, Page, Cooper, Griew and Jago (2010), state their findings that “greater television and computer use were related to higher psychological difficulty scores” in children (para. 3).  Moreover, in a report commissioned by the Department of Sport and Recreation by the Government of Western Australia, Dr. Karen Martin (2011) asserts that current research indicates that excessive screen time among children and adolescents is more likely to cause physical health disadvantages, negative health behaviours, adverse mental and social health issues, and behavioural, learning and attentional problems or disadvantages (p. 3).  Addressing the hypothesis of a connection between screen time and child obesity, Tripathi and Mishra (2019) claim that 85 percent of the studies they selected for review “indicated positive association between screen time and incidences of adiposity among children and adolescents” (Tripathi & Mishra, 2019, para. 4).  These sources, and many others, appear to provide sound evidence from peer-reviewed publications which support the claim of screen time as a negative affect on children’s health.

Etchells et al. (2017), and the many other authors who continue to weigh in on this debate, have reminded me of the complexity of children’s health and wellbeing, and the myriad factors which potentially influence it.  The literature also reminds me to remain open to new research and evidence.  Answers to tough questions are rarely simple and we must remain curious, and take care to research meticulously, publish truthfully, ask questions, and be open to hypotheses and research that may or may not contradict with our beliefs.

In conclusion, I believe that screen time cannot be labelled as a major, minor or insignificant factor in children’s health and wellbeing without sufficient and sound evidence.  With that evidence, government and professionals in the field may then provide appropriate policies and guidelines.  Parents have a responsibility, not only to learn of these policies and guidelines, but also to consider the nuances of their children and their particular needs.  How much screen time do your children experience?  What is the context and content of that screen time?  How is it affecting them?  Are they getting sufficient physical activity?  How is their health and wellbeing?  What, if any, non-screen environmental factors could be adversely affecting them?  Parents cannot be experts in all fields.  It takes a community to raise a healthy child.  Creating policies and guidelines based on solid evidence is, therefore, essential to give children the best chance at optimal health.


Etchells, P., Fletcher-Watson, S., Blakemore, S. J., Chambers, C., Kardefelt-Winther, D., Mills, K., . . . Pfeifer, J. (2017 January 6). Screen time guidelines need to be built on evidence, not hype. The Guardian. Retrieved from

Martin, K. (2011). Electronic overload: The impact of excessive screen use on child and adolescent health and wellbeing. Department of Sport and Recreation: Perth, Australia. Retrieved from

Page, A. S., Cooper, A. R., Griew, P. & Jago, R. (2010). Children’s screen viewing is related to psychological difficulties irrespective of physical activity. Pediatrics, 126(5), e1011-e1017.

Tripathi, M., & Mishra S. K. (2019). Screen time and adiposity among children and adolescents: a systematic review. Journal of Public Health, 1-18. Retrieved from

Historical Significance of Educational Television: A Synthesis

Image source: Normal S. Morris, 1968, The Atlantic

Most people watch television for entertainment, but it has played a significant role in educational history.  From the early days of the National Educational Television network to today’s multimillion-dollar documentaries, educational television has been broadcast to millions.  Whether or not this primarily one-way dissemination of content actually results in learning is still debated, but its rich history certainly offers important lessons for implementing new technology in education.  In this paper, five sources spanning six decades are synthesized in an attempt to address why television failed to match the propaganda of it being a revolutionary learning medium.  The answer is understandably complex, but the perspectives presented by these authors offer valuable insight as to why all new educational technologies seemingly fail to fulfill their revolutionary promises. 

As television started gaining popularity in the late 1940s and 1950s, it was lauded as a radical new learning aid, destined to surpass the achievements and overcome the problems of previous media.  Radio and film had experienced some success, but radio was limited to audio and film lacked immediacy.  Television expanded beyond these barriers, leading many to comment on its “immense potentialities… [and] status as a suitable educational medium” (Maclaine, 1963, p. 33).  Ferretti (1972) echoes that sentiment by stating that “habitual, regular viewing can alter views, can change minds, can teach” (p. 371).  Many governments, policy makers and school officials agreed and embraced television with open arms.  In 1952, the Federal Communications Commission in the United States campaigned fiercely to acquire 242 television frequencies for noncommercial educational purposes.  The Ford Foundation was so convinced of the medium’s potential that it invested more than $2.5 million in classroom television instruction during the 1950s and $6 million in the early 1960s (Levin & Hines, 2003, p. 269).  Consequently, educational television and its viewership grew substantially.  For example, by 1967, WQED in Pittsburgh, Pennsylvania was offering instruction in many subjects to 800,000 students in over 23,000 classrooms (Levin & Hines, 2003, p. 269).  Policy makers and reformers deemed it a success for all involved.  A report from Martha Gable, an American district administrator, stated that “the rapid increase in classroom television, due largely to favorable responses from teachers, pupils, and parents, leaves no doubt as to the effectiveness of this new medium as a teaching device” (Levin & Hines, 2003, p.264).  Many also believed that television’s utopian prospects stretched beyond the classroom, insisting it could provide effective in-home education (Levin & Hines, 2003, p. 265; Ferretti, 1972, p. 369).  In addition, it was exalted as a panacea to the era’s severe teacher shortage resulting from the number of children of the post-World War II baby boom reaching school age (Cuban, 1986, p. 43).  With abundant funding, large-scale telecourses, and widely popular programs, such as Sesame Street, educational television appeared destined for its predicted greatness.  Over time, however, it became evident that it was not being watched in classrooms or homes to the degree anticipated, and support and funding began to wane.

Many authors acknowledge that educational television failed to attain its anticipated stardom, but provide differing perspectives regarding the cause.  Ferretti (1972) and Levin and Hines (2003) posit that the diminished success was a result of outside sources, namely a lack of sufficient, permanent funding, decreasing government support, and pressure from commercial broadcasters to privatize their broadcast frequencies.  Conversely, Cuban (1986) points to inside sources, including a failure by policy makers to consult or involve teachers in the decisions to conceive, plan and adopt the new technology (p. 55).  A lack of connection with theories and pedagogies may also be a factor, however, both appear notably absent from all five sources.  Offering an alternative perspective, some authors point to the failure of the technology itself.  Maclaine (1963) provides data from multiple research studies suggesting that television may provide “no significant differences in the achievement of … [television] viewers and non-viewers” (p. 36) and suggests that television actually “distracts from more rewarding general educational activities [such as books]” (Maclaine, 1963, p. 36).  In agreement with Maclaine, Cuban postulates that there is no “clear demonstration that instruction is any more effective or productive after the introduction of … instructional television” (Cuban, 1986, p.147).  As the novelty of educational television dimmed, even teachers were expressing their discontent.  In fact, the American Federation of Teachers “unanimously resolved that television not become the core of the curriculum” (Levin & Hines, 2003, p. 265).  Whether the cause of educational television’s fall from glory was outside sources, inside sources, the technology itself, or a combination thereof, each of these perspectives shows merit and should be carefully considered by policy makers when considering new technologies and their potential role in education.

The causes and consequences of educational television being “oversold and underused” (Cuban, 2003, as citied in Keeler, 2011, p. 284) are historically significant.  As scholars look back on educational television, they provide unique perspectives on lessons learned and future considerations.  Keeler (2011) identifies a distinct pattern which radio, film, television, and likely other educational technologies, have followed, starting with a “bright-promise stage” (John Tebbel, 1951, as cited in Keeler, 2011, p. 283) with idealistic affirmations, invariably followed by “an anemic version of the original dream” (Cuban, 1986, p. 74).  Efforts to implement modern technologies such as iPads and mobile phones into education appear positioned to suffer a similar fate as we continue to place excessive faith on new technology.  Maclaine’s (1963) argument of the necessity of sufficient research before proceeding with new developments appears to have been largely ignored for nearly sixty years.  Levin and Hines (2003) state that past lessons from educational television appear “reported, if not learned” (p. 274), adding that computers are being put in schools, costing hundreds of millions of dollars, without evidence of any learning potential (Levin & Hines, 2003, p. 274).  These perspectives should help decision makers understand “the dimensions of complexity of introducing new technologies into classrooms” (Cuban, 1986, p.74).  Implementing any new technology requires considerable funds and time, thus, sufficient research, teacher input, and concern for current theories and pedagogies are critical to sound decisions.  The ascertainment of a new technology’s effectiveness as a learning tool should be paramount, as well as the recognition that, regardless of the technology, “much of the perceived ‘success’ or ‘failure’ of students … depends on the skills and presence of the teacher, and his or her connection with the students” (Keeler, 2011, p. 284).  Advice from the last six decades appears sound; hopefully new decision makers will listen.

When television came onto the scene, it seemed destined for educational greatness.  Though it may be “an example of one of the more successful campaigns that built upon the successes of previous media while also learning from their mistakes” (Keeler, 2011, p. 260), it failed to achieve its lofty aspirations.  Some accuse outside sources such as government and commercial broadcasters (Ferretti, 1972, p. 377; Levin & Hines, 2003, p. 273).  Others point to a lack of communication among policy makers and teachers (Cuban, 1986, p. 54).  Still others suggest an inability of the technology itself to influence learning (Maclaine, 1963).  A disconnect with theories and pedagogies may also be a factor.  Whatever the cause, it is important to understand the various perspectives in an attempt to recognize the complexities of educational technology and extract the lessons from its many decades of existence.  One of the most important lessons, however, appears to be unlearned as we continue to battle the “new is better mantra” (Keeler, 2011, p. 285) against the rationale that “every technological advance does not necessarily spell progress” (Maclaine, 1963, p.33). 


Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. Teachers College Press: New York, NY.

Ferretti, F. (1972). Educational television. American Libraries, 3(4), 366-384.

Keeler, A. R. (2011). ’Sugar coat the educational pill’: The educational aspirations of emergent film, radio, and television (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Global. (3491484)

Levin, R. A., & Hines, L. M. (2003). Educational television, Fred Rogers, and the history of education. History of Education Quarterly, 43(2), 262-275. 

Maclaine, A. G. (1963). The educational significance of television. Australian Journal of Social Issues, 1(3), 33-40.

The Great Media Debate – Do Media Influence Learning?

Team Assignment: Eunice Leung, Leigh McCarthy, Sanjay Pottinger, Sherry Ruth, and Marta Samokishyn

Media are “mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” (Clark, 1983, p. 445).

The Great Media Debate is central to critiques and claims made by the various actors in the educational technology industry today with regards to the effects that media have on student learning and motivation. Debates and conflicting research surrounding the influence of media on learning and motivation influence how individual educators choose to engage with it, as well as how much larger local and national educational entities choose to invest limited funds in educational technology initiatives. Clark and Kozma are two leading researchers who have articulated the different ends of the spectrum of this debate for nearly three decades. Much has changed in the last thirty years. However, questions remain as to sufficient and necessary conditions for learning with media, the difference between media attributes, the capabilities of media, and the methods that instructors use to employ them. The question of methods of instruction being causal to learning (Clark,1994), versus media being an integral aspect of methods that are causal to learning (Kozma, 1994), remain the divisive points in the media debate.

Is it instructional methods that will always save the day, regardless of the media used to deliver content? Alternatively, do new forms of educational technology reach different learners’ needs in unprecedented and increasingly engaging ways, regardless of how a teacher chooses to incorporate them in delivering instruction? When new forms of media reach learners in more profound, more personalized ways, with effective instructional methods, is learning not amplified? Clark (1994) would argue “that media do not influence learning under any conditions” (Clark, 1994, in Kozma, 1994). Conversely, Kozma remains hopeful that educational technology, in its myriad of forms, is media that will influence student learning and motivation (Kozma, 1994). Many educators and researchers have observed students becoming engaged in unprecedented ways with new forms of media (Eschenbrenner, Nah & Siau, 2008; Lowther, Bond & Bendenlier, 2019), but the debate continues and will continue for years to come. Much research supports both Clark and Kozma’s positions, as does much research in between the two ends of the spectrum, working to find a “happy medium.” Our team assignment was to familiarize ourselves with Kozma and Clark’s different positions on the media debate and then choose four articles that are in stark contrast to the analysis presented by either Kozma or Clark’s positions. The first two articles argue contrary to Kozma’s position, while the second two articles are in stark contrast to Clark’s position.

Fedena. (2018, May 4). Teachers vs technology: Can technology replace teachers? [Blog post]. Retrieved from:

With the advancement of educational technology expanding and having a more significant presence in classrooms, there is no denying the important role it plays in supporting students and their learning. However, Fedena (2018) argues that the use and integration of technology cannot replace the art of teaching, instruction, and human interactions between teachers and students. This blog acknowledges that technology plays a significant role in simplifying and supporting teachers in their day-to-day efforts (e.g., school management systems that helps them communicate with parents) to enhance their teaching efforts, not replace them. This stance is contrary to the views of Kozma (1994), where he believes that technology and media are the influencing factors in how students learn, not the teacher.

As the great media debate continues, Kozma (1994) claims that using the right technology can impact students and their cognitive development. Alternatively, Fedena (2018) states that teachers do more than instruct students; they have the ability to understand and process cues and emotional interactions from students, whereas technology is just not equipped to handle such complex functions. Lastly, teachers have the ability to contextualize lessons and adjust their instruction based on the level of understanding from their students. Kozma’s (1994) means of using media and technology does not allow for the same level of flexibility that a good teacher can provide. Ultimately, the transfer of learning takes place based on their use of the technology as instruction, not the technology itself.

Mohammed, S. (2018, September 6). Tech or no tech, effective learning is all about teaching [Blog post]. Retrieved from

Kozma (1994) claims that media influences learning, a position to which Mohammed (2018) provides a nuanced and contrasting perspective. Mohammed (2018) argues that the instructional methods of the teacher are most relevant to student learning, rather than technology. The author believes the main use of educational technology in the classroom is to help the educator efficiently convey their instructional methods for learning to students. This primary use of technology was emphasized by highlighting studies of blended learning, which uses both human-driven and technology-driven instruction. In one study, a positive relationship between blended learning methods and student knowledge acquisition was found. In other studies, this finding was not corroborated. After further investigation, the author concluded that the discrepancy in findings could be attributed to the differing ways in which instructional strategies were used by the teachers, rather than the technology itself.

Kozma (1994) argues that evidence has not established a link between media and if it influences learning, but he suggests that media will influence learning in the future. Conversely, Mohammed’s (2018) article signifies that nearly 25 years after Kozma’s article was published, the question of whether technology influences learning is still being debated. Furthermore, Kozma (1994) states that instructional technology design has “complex interrelationships among media, method, and situation” (p. 21), suggesting integration of technology and instructional design. In contrast, Mohammed (2018) indicates that there is a separation between the technology and the method of teaching, as various teaching methods examined with similar technology garnered different results. Kozma argues that determining the capabilities of each technology and how they apply to learning is valuable. On the other hand, the studies that Mohammed examines indicate that specific technologies can have multiple uses in how they impact or facilitate learning. Rather than focusing on a single technology’s capability, as suggested by Kozma, it may be more useful to think of technology more holistically, where its functions and uses are interchangeable.

Immelt, W. (2019, June 17). AI the next step for education: Tech innovations changing our classrooms. Retrieved from 

The discussions about the role of Artificial Intelligence (AI) in education has intensified the media debate with the polarized views about this topic. This article provides insight into the role of AI in the classroom and how it changes the way we learn. When Clark put forward his claim that media are “mere vehicles that deliver instruction but do not influence student achievement” (Clark, 1983, p. 445), he might not have envisioned that some authors will be considering the fact that the actual teachers might be replaced by technology.

Immet does exactly that. He claims that AI is the “future of education” (Immelt, 2019), and we are standing on the verge of major technological changes in education as a whole, if not to replace the teachers, then to actively collaborate with them. Some of the examples Immet uses to support his claim are: using AI for admin tasks, tutoring, and test help. Furthermore, “education chatbots,” according to Immet (2019), can play the role of campus representatives and teaching assistants, as they can deliver tests, and provide course feedback.

Immet (2019) claims that AI “transforms the way we approach knowledge acquisition” due to personalization, social learning, gamification, and most importantly, “real-time” feedback. He even points to AI’s ability to create content, improving education as a whole and providing “equal learning opportunities to every student in the world” (Immet, 2019). Even though this is something that Clark might call a ” triumph of enthusiasm” (Clark, 1994), based on Immet’s claims, there is no doubt that technology can augment “current educational efforts” and become a “perfect candidate” to  improve, personalize, and make education more effective today (Immet, 2019), meeting its current needs as an accessible, powerful motivator and tool, moving students from consumers to creators! 

Rogers, S. (2019, March 15). Virtual reality: The learning aid of the 21st century. Retrieved from

This article claims that virtual reality (VR) is a unique medium that helps users retain more information and more easily apply what they have learned, compared to more traditional platforms like a computer (Rogers, 2019, para. 1). The author argues that VR provides an interactive, 3D experience, which supports both individual and cooperative use, fully immersing users in the learning. He states that VR offers depth and visual appeal to learning, making complex concepts easier to understand, more enjoyable, and making learning more engaging and even motivational.

This article contrasts with Clark’s (1994) argument that media will never influence learning. First, Clark states that no medium or media attributes exist that provide learning gains for any student or learning task that could not be similarly achieved by different media or attributes (para. 3). Rogers, however, provides several examples of how VR’s capabilities provide learning benefits that appear unmatched. For example, VR allows anatomy students to study a functioning human body in great depth, overcoming “previous limitations such as unobservable structure or awkward angles” (Rogers, 2019, para. 6).

Clark (1994) also argues that the teaching methods built into computer-based instruction are used by teachers giving live instruction and, therefore, there is “no achievement difference between the [computer-based training] and live conditions” (para. 9). Since VR’s immersive 3D experience cannot be replicated by live instruction, this argument is defunct.

Finally, Clark (1994) also argues that instructional methods are a necessary feature of effective learning, while media attributes are irrelevant (para.13). Rogers counterargues that VR is causal to learning as it “can increase engagement and [provide] a significant improvement in . . . productivity compared to traditional classroom-based training techniques” (para. 8), especially for individual students who struggle to visualize, for example, in the study of historical events, natural disasters, and distant places.

The Clark-Kozma debate remains relevant. Kozma (1994) states that “the fact that other factors contribute to learning does not preempt a role for media” (p. 20). As new media, such as virtual reality, are introduced and students appear to be engaging with media in unprecedented ways, we need to give thoughtful consideration to their possible role in education.

So the debate continues…


Clark, R. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. Retrieved from

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29. Retrieved from 

Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, 1(11), 1-14. doi: 10.5334/jime.528.

Eschenbrenner, B., Nah, F. F., & Siau, K. (2008). 3-D virtual worlds in education: Applications, benefits, issues, and opportunities. Journal of Database Management, 19(4), 91-110. doi: 10.4018/jdm.2008100106

Kozma, R. B. (1994). Will media influence learning: Reframing the debate. Educational Technology Research and Development, 42(2), 7-19. Retrieved from


Photo by Austin Distel on Unsplash

A2: Annotated Bibliography (Spreadsheet)

In today’s assignment, we have been asked to create an annotated spreadsheet of sources for our upcoming 1200-word synthesis of a topic of historical significance.

I have chosen to summarize and critique 5 papers on the historical significance of educational television.  You can view my spreadsheet by clicking on the link below:

Assignment 2 Spreadsheet_Sherry

Stop Using Paper Towels, Use Unpaper Towels Instead!

Activity 5 – Shared post by Kathy Moore and Sherry Ruth

We investigated how to make paperless paper towels after learning about them from a coworker who had received a roll as a gift.  Since the idea was new to both of us, we wanted to see what was available for instructions and if there was a community around the concept.  Before starting the research, we discussed the ease of the project, the reason behind it, and the uses of the final product. 

As with many new ideas, we started with a Google search using phrases we thought would yield the best results.  Little did we know that “how to make fabric paper towels” would generate 76,800,000 results with 181,000 videos, and “DIY unpaper towels” would generate over 136,000 results, including 1,670 videos.  Multiple variations of different keywords, such as reusable, unpaper, fabric, alternative, washable, and paperless, all provided thousands of results showing the abundant possibilities to learn about this topic online.

We found great diversity among the various sources.  Blogs, websites, news articles, and videos offered multiple options including different styles, materials, methods, and uses.  That diversity even extended to the individuals providing the content which included sewers, quilters, crafters, money-savers, homesteaders, DIYers, fabric stores, chefs, minimalists, naturalists, and environmentalists. Videos and step-by-step photos with accompanying instructions provided detailed information, varying from non-sewing options to beginner sewer and expert-level lessons. The comments sections of many of these sources created strong networks as conversations often emerged amongst readers, offering suggestions, alternatives, encouragement, and personal stories.  

We are confident that there is abundant content available on this topic and we could successfully learn how to make our own paperless towels using our preferred medium, method, and material.  Weller (2011) posits that any pedagogy based on the abundance of knowledge currently available should be socially based with free, abundant, and varied content that is easily generated and shared among users (p. 228).  The thousands of results from the internet search on our topic certainly met this criteria. Though the amount of content could overwhelm some learners, further Google searches could narrow down the topic, for example, a search of “fabric unpaper towels ‘no sew’ flannel” results in 37 videos. 

Extrapolating from Weller’s postulation, we believe that abundant content, including one’s own active participation in producing content and connecting with other participants, may be enough for some learners to learn some content successfully.  However, abundant content alone is not enough for all learners and all subjects. There appear to be several determining factors which require consideration. First, it depends on the learner’s prior knowledge of the subject and the subject itself (i.e., how much cognitive processing is required, such as learning how to play a scale on the piano versus Mozart’s Requiem).  Second, we believe it also depends greatly on the learner’s ability to navigate the abundant content. The learner must know where and how to search, then how to sift through the abundant content to determine what is valid and appropriate for his/her situation. Finally, and perhaps most importantly, abundant content alone may not be enough if the learner does not have the skills and motivation to successfully absorb the content as knowledge.  While Anderson believes “a goal of connectivist learning is to create new connections, regardless of formal education systems, to expand upon and build learning networks” (Anderson, 2016, p. 43), it may be insufficient as a sole source for learning such skills as being more empathetic, doing backflips or flying a fighter jet. Given our skills and knowledge, however, we feel that we could complete this project based on the available content online and perhaps we will one day!



Anderson, T. (2016). Chapter 3: Theories for Learning with Emerging Technologies. In Veletsianos, G. (Ed). Emergence and Innovation in Digital Learning: Foundations and Applications. Edmonton, AB: Athabasca University Press.

Weller, M. (2011). A pedagogy of abundance. Spanish Journal of Pedagogy, 249, 223–236.

My Theoretical and Pedagogical Stance (Activity 4)

As this activity required us to take a stance and align ourselves with only one of the theoretical positions described in our readings, I have chosen constructivism. Having taught English as a Foreign Language (EFL) for over 16 years, I have taught hundreds of students of all levels of English proficiency from many different cultural backgrounds. Unsurprisingly, how I teach or facilitate a course, lesson, or activity depends on many factors. However, it is most often the instructional strategies of constructivism which offer the best means to achieve the desired outcomes. There are several reasons for this.

First, I have observed that learners vary greatly in how they learn and how they interpret the learned material. Constructivists argue that learners “build personal interpretations of the world based on individual experiences and interactions. Thus, the internal representation of knowledge is constantly open to change” (Ertmer & Newby, 2013, p.55). As required by my college, I routinely provide differentiation in my lessons (which includes offering choices to students, assigning different work to different groups, and accepting and encouraging a range of results from writing prompts and open-ended questions). I have found that students succeed best when differentiated according to their unique experiences and knowledge.

Second, throughout most of my career, I have taught college students with a relatively advanced level of English proficiency. These students can converse proficiently in English, but may struggle to write an academic essay or understand complex job requirements in English. Ertmer and Newby (2013) argue that “constructive learning environments are most effective for the stage of advanced knowledge acquisition, where initial misconceptions and biases acquired during the introductory stage can be discovered, negotiated, and if necessary, modified and/or removed” (p. 57). This is often the focus of my language courses and, as such, constructivism is often the optimal theoretical basis for my teaching. When I teach English for Specific Purpose (ESL) or English for Academic Purpose (EAP), part of my teaching includes discovering and correcting students’ misconceptions regarding word definitions and usage, pronunciation, grammar, and sentence structure. For example, native Spanish students often incorrectly use the definite article “the” to refer to body parts (“Does the arm hurt?”) rather than the correct possessive adjective (“Does your arm hurt?”). The former is grammatically correct in their native language and they are using the definite article “the” in its correct form, but the definite article is not used in this context in English.

A third reason why my teaching often stems from constructivism is that courses in advanced language acquisition commonly focus on problem-based learning (a constructivist learning method). Rather than rote memorization of words and grammar rules, the focus is on actively encouraging the learner to think and understand how English is used in different contexts (for example, conversing with a customer versus your friend). Active, learner-centered tasks based on authentic, relevant issues or problems are common. For example, I had health professionals in an EAP course make instructional videos in English on proper hand washing.

Of course, not all course material and learners are best suited to constructivism’s instructional strategies. When introducing a new topic with new vocabulary, especially to learners with low English proficiency, it is likely more appropriate to use a behaviourist method. And when explaining the reasoning of a new grammar rule (and, often, its many exceptions), cognitive theory may be the appropriate choice. As stated in Ertmer and Newby (2013), “what might be most effective for novice learners encountering a complex body of knowledge for the first time, would not be effective, efficient or stimulating for a learner who is more familiar with the content” (p. 60). Despite the significant changes in technology, learners, learning contexts, tools, and teaching methods over recent decades, behaviourism, cognitivism and constructivism remain relevant (p. 69). Instructional design must take advantage of “the advances in theory and the affordances of technology” (p. 69), however, how the human brain acquires knowledge is not so different that we should ignore past wisdom.


Ertmer, P., & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. Retrieved from

People in the Field: Sal Khan (LRNT523 Assignment 1)

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Salman “Sal” Khan, the founder and chief executive officer of Khan Academy, has played a prominent role in promoting the use of video in education and has a bold vision for the future of education that is learner-centered and learner-directed.

Founded in 2007, Khan Academy is a not-for-profit online learning platform.  It offers “practice exercises, instructional videos, and a personalized learning dashboard” (Khan Academy, 2019a, para.1) which teachers can use to supplement in-class material and students can use independently to reinforce their comprehension.  It currently includes more than 6500 videos and has over 74 million registered students and over 700,000 registered teachers across 190 countries (Khan Academy, 2019b, video, 0:33).

Weller (2018) listed video as the most significant education technology of 2005 (p. 39), the year YouTube was founded, claiming that “the realization that anyone could make a video and share it easily . . . broadcast democratization” (p. 39).  Unfortunately, video in education is often restricted to passive, lecture-style broadcasting, but it has enormous potential that has yet to be fulfilled (p. 39).  Khan Academy’s videos are currently restricted to broadcasting, however, the platform includes interactive exercises and networking opportunities, including discussion areas and study groups.

Khan’s vision has considerable merit, despite criticism as an unrealistic utopia (Morrison, 2013, para. 3).  He posits self-paced, personalized learning with combined age groups and tutor-teachers and a focus on mastery of content.  The future of education needs creative solutions and visionaries to create positive change.  Watters (2014) proposes that the future of education technology should be “more progressive and less programmed” (p. 93), encouraging more student-centered, peer learning through networks and less traditional content delivery.  Perhaps Khan Academy, and Khan’s bold vision, will have a role in making this a reality. 

Relevant Links:








Khan Academy. (2019a). Khan Academy. Retrieved from

Khan Academy. (2019b). Celebrate 10 years of Khan Academy. [Video file]. Retrieved from

Khan Lab School (n.d.). Khan Lab School. Retrieved from

Morrison, D. (2013). Can we transform education with Sal Khan’s One World Schoolhouse? Online Learning Insights. Retrieved from

Watters, A. (2014). The future of education: Programmed or programmable. Chapter 10. In The Monsters of Education Technology. Retrieved from

Weller, M. (2018). Twenty years of EdTech. EDUCAUSE Review, 53(4). Retrieved from

Applying Weller to My Context as an English language teacher (LRNT523 Activity 3)

Meaningful Lesson from the History of Education Technology

Weller (2018) lists learning management systems (LMSes) as 2004’s most significant education technology (often referred to as edtech).  He defines an LMS as a “collection of the most popular tools” which can be “implemented more quickly [than previous technologies] across an entire institution” (p. 39).  For almost two decades, I have taught in various schools around the world.  During that time, I have used several LMSes, including D2L Brightspace, Schoology, Edmodo, Blackboard, Quizlet, and Moodle.  I appreciate the convenience of having all course materials and assessment tools in one location which is easily accessible by both teachers and learners.

Problematic Lesson from the History of Education Technology

Despite the usefulness and convenience of an LMS, I do agree with Weller’s (2018) claim that LMSes are “the only route for delivering e-learning in many institutions, with a consequent loss of expertise and innovation” (p. 39).  An LMS alone is quite limited.  Though it may contain all of the course content, students need diverse contexts to engage with the material, including opportunities to network, formally and informally, with teachers and classmates.  Beyond the LMS, an experienced teacher can gauge students’ cognitive load and engagement level, take advantage of teachable moments, comprehend the nuances of students’ body language, and instantly adjust and personalize the learning environment to increase relevance and engagement. 

Therefore, despite the importance of an LMS in my work and its overall success as an edtech tool, it does have significant limitations which, if solely or overly relied upon, would severely limit students’ learning opportunities.


Weller, M. (2018). Twenty years of EdTechEDUCAUSE Review, 53(4). Retrieved from

The History of Educational Technology: A Very Brief Overview (Activity 2)

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There is no universally-accepted definition of educational technology (also known as EdTech and instructional technology, among others), so it is not surprising that different sources also give varying histories of the field.  While some sources indicate that the history of educational technology started “several decades ago” (Jones, 2019, para. 2), others extend all the way back to include cave drawings (SMARTEduEMEA, 2011, 0:13).  Some sources cast a wide net in EdTech history, including instruments such as the pencil, pen, and slide rule (Elemento, 2018, 0:58), while others omit even the overhead projector and video-tape recorder (Saettler, 1968, as cited in Lesniak, n.d., p. 510).

Perspectives on the success of educational technology are equally diverse.  New technologies often come with great promise as to how they will revolutionize our lives, including education.  With the advent of educational films, Thomas Edison proposed in 1913 that books would soon become obsolete in schools as “it is possible to teach every branch of human knowledge with the motion picture” (The Economist, 2013, para. 1).  Others assert that the medium through which the instruction occurs doesn’t offer learning gains: “a lecture is a lecture regardless of the medium through which it was delivered” (Veletsianos, 2014, para. 8).  Writer and educator, John Warner (2017), offers an austere perspective, stating that the “history of education technology is . . . one of unfulfilled promise” (para. 22), adding that he has “a hard time naming a purely ed tech innovation that has had a significant (positive) impact on education” (para. 21).  One’s perspective on the success of educational technology is perhaps highly dependent on how one defines success.

Perhaps the debated definition and history of educational technology are advantages.  Learners’ needs vary greatly and continue to change over time.  By not putting education technology’s history in a clearly-marked box, we are forced to keep an open perspective of what it is and perhaps be more open to its future possibilities.


Elemento, R. (2018, February 8). History of educational technology (timeline). [Video file]. Retrieved from

The Economist. (2013, June 29). Teaching and technology: E-ducation. Retrieved from

Jones, Jermaine. (2019). History of technology in education. The Classroom. Retrieved from

Lesniak, R. J. (1968). Saettler, Paul: A history of instructional technology. [Review of the book A History of Instructional Technology]. The Journal of Teacher Education, 19(4), pp. 509-510. Retrieved from

Veletsianos, G. (2014, November). The significance of educational technology history and research. eLearn Magazine. Retrieved from

SMARTEduEMEA. (2011, October 3). The history of technology in education. [Video file].  Retrieved from