LRNT523: Activity 5
Written by Kirsten & Kym
The media debate between Richard Clark (Yoda) and Robert Kozma (Elon Musk) is as hot as ever in today’s EdTech-saturated world. Clark famously argues that media is just a tool for delivery, like receiving from DoorDash—it doesn’t influence how we learn. Kozma fires back, claiming that the media does much more, actually transforming the learning experience.
Aligned with this debate is a recent conversation between one of ed-tech’s darlings MagicTech and Adam Spencer of AbleDocs (now GrackleDocs) on pandemic-driven tech in education. During the lockdown, accessibility tools like AI captions and digital learning platforms were hailed as breakthroughs, particularly for students with disabilities. But did these innovations actually improve learning, or just change the way it’s delivered? Clark would say that while these tools improved access, they didn’t improve the learning process itself—good instruction could happen with or without them. Kozma, on the other hand, would argue that such tools expand how students can interact with content, creating genuinely new educational experiences.
In “Technology Gives K–12 Teachers the Power to Teach from Anywhere” (EdTech Magazine, 2023) the author explores how advancements in educational technology allow teachers to adapt lessons and instruct from various locations, making the teaching process more flexible and inclusive. Cloud platforms, virtual learning environments, and collaboration tools like Google Classroom and Microsoft Teams are central to this transformation allowing real-time communication, remote lesson planning, and assessment. Kozma would argue these tools reshape traditional teaching approaches, promoting accessibility and equity in education. Clark would contend that interactive learning experiences can be achieved just as effectively without technology.
By revisiting this debate, it reminds us to always critically examine the EdTech industry’s bold claims. Clark encourages us to question Kozma’s optimism and ask whether these technologies are truly enhancing student learning. So, when researching new tech in education, the question we need to ask is: should we meet Yoda in the swamp or fly to Mars with Elon?
References
Buck, T. E. (2024, January 18). Technology Gives K–12 Teachers the Power to Teach from Anywhere. Technology Solutions That Drive Education. https://edtechmagazine.com/k12/article/2023/11/technology-gives-k-12-teachers-power-teach-anywhere
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. https://doi.org/10.3102/00346543053004445
Ideogram.ai. (2024). Photographic image for blog post: Yoda vs. Elon Musk: Does EdTech really teach, or just deliver. https://ideogram.ai/explore
Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211. https://doi.org/10.3102/00346543061002179
Magic EdTech. (2024, June 12). Preparing Learners with Disabilities for the Workforce of Tomorrow [Video]. YouTube. https://www.youtube.com/watch?v=rfdhmL5qcuw
25 September 2024 at 3:23 pm
Great post Kym and Lauren, the analogy of Yoda and Elon Musk was spot on (and continues the Star Wars theme from the last book club meeting). Regarding the
conversation between Adam and Erin, you’ve landed on one of the challenges I have with Clark’s perspective. Accessibility, equity, and neurodivergence aren’t well addressed in his argument (at least in the 1994 debate), and these are becoming increasingly important factors to consider in modern education.