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LRNT 523 Activity 5: Cheryl and Wendy joint blog post<\/span><\/p>\n Richard Clark and Robert Kozma researched, theorized, and debated within the educational technology (ed-tech) field. Richard Clark argued that media are simply vehicles that deliver information to learners and do not influence or motivate learning (Clark, 1994). On the other hand, Robert Kozma argued that the media do influence learning (Kozma, 1994). The great media debate continues to be relevant long after its origins. This blog post demonstrates how knowledge of the media debate is helpful to critique and question the claims made by current actors in the ed-tech industry. It is essential to review the great media debate because we as educators are responsible for contributing to the improvement of education and learning and for finding ways \u201cto use the capabilities of media to influence learning for particular students, tasks, and situations.\u201d (Kozma, 1994, p. 23). The two software\/app companies currently active in the ed-tech industry that exhibit techno deterministic thinking are Classcraft and Ripple Effects.<\/span><\/p>\n Classcraft<\/b><\/a><\/p>\n Using technology, games, and storytelling, <\/span>Classcraft<\/span><\/i><\/a> creates a learning environment that is culturally relevant to today\u2019s youth (Classcraft, 2020). Classcraft uses a modern approach that is effective in the classroom because it drives intrinsic student motivation and learning outcomes, allows teachers to intervene when necessary, and provides clear insights into student behaviour and school culture. Students introduced to Classcraft improved personal accountability, technical capabilities, digital citizenship, and digital literacy (Pole, 2019).<\/span><\/p>\n Clark would argue that Classcraft is too expensive and that there are other ways to motivate students without this technology. Technology doesn\u2019t influence learning because, without it, the teacher can still provide the environment necessary for student engagement. On the other hand, Kozma would say Classcraft influences students by motivating students to engage in their learning. Media provide models learners couldn\u2019t provide for themselves and activate prior knowledge by connecting students to new learning, but media also motivates. Kozma would now have a third example of successful technological interaction in a third environment to demonstrate technology\u2019s usefulness to education. Classcraft motivates modern students to use their devices for learning (Pole, 2019) and therefore provides additional evidence that media influences learning.<\/span><\/p>\n Ripple Effects<\/b><\/a><\/p>\n Ripple Effects’ mission\u00a0is to use \u201cemerging technologies to prevent social injury and promote school and life success for all children and youth, especially those most at risk of failure\u201d (Ripple Effects, 2020). <\/span>Ripple Effects gives students a self-directed, personalized experience, including engaging assessments to track benchmark progress. The technology removes literacy barriers by using built-in text-to-speech. Educators can also access data to track student progress and make informed decisions that benefit both staff and students. Teaching kids to persist through failure, show empathy for others and problem-solve leads to greater academic achievement and, consequently, career and life success (Berlinski, 2016).\u00a0<\/span><\/p>\n Clark would respond by saying there are other ways to foster students’ success and that this type of technology does not influence learning. Kozma would insist that \u201conly technology can effectively tailor instruction to the varied needs of a group of learners at one time\u201d (Berlinski, para. 9), especially in this modern, complex world. Ripple Effects provides one more example that media influence learning.<\/span><\/p>\n References<\/span><\/p>\n Berlinski, Jessica. (2016). <\/span>5 ways tech can strengthen social and emotional learning<\/span><\/i>. <\/span>https:\/\/www.gettingsmart.com\/2016\/11\/5-ways-tech-can-strengthen-social-and-emotional-learning\/<\/span><\/a><\/p>\n Clark, R. E. (1994). Media will never influence learning. <\/span>Educational Technology Research and Development<\/span><\/i>, <\/span>42<\/span><\/i>(2), 21\u201329. <\/span>https:\/\/doi.org\/10.1007\/BF02299088<\/span><\/a><\/p>\n Classcraft (2020). <\/span>Our approach<\/span><\/i>. <\/span>https:\/\/www.classcraft.com\/our-approach\/<\/span><\/a><\/p>\n Classcraft (2020). <\/span>Want to know where dragons come from<\/span><\/i>? <\/span>https:\/\/www.classcraft.com\/about\/<\/span><\/a><\/p>\n Kozma, R. B. (1994). Will media influence learning? Reframing the debate. <\/span>Educational Technology Research and Development<\/span><\/i>, <\/span>42<\/span><\/i>(2), 7\u201319. <\/span>https:\/\/doi.org\/10.1007\/BF02299087<\/span><\/a><\/p>\n Pole, Corrinne (2019, March 19). Research into the use of electronic devices in school shows how educators miss the mark. Retrieved from <\/span>https:\/\/www.classcraft.com\/blog\/research\/electronic-devices-in-school\/<\/span><\/a><\/p>\n