Topic: Con:Educational Network Projects

Conf: 387 1b. Debate on a project-based curricula

From: Megan Forness (mforness@springfield.k12.il.us)

Date: Thursday, July 09, 1998 06:22 PM

"Educational network projects allow all students to participate more actively and to learn more than conventional learning environments."

Since I have chosen to pursue a Master of Education degree in a field that requires me to create and implement a technology project, it may follow quite naturally that I would agree wholeheartedly with the above statement. Although I agree to a large extent that educational network projects are unique entities that may indeed enhance learning, I was weary to stumble upon the qualifier "all" in this statement. I will almost always respond with reservation to a statement containing such an extreme word. My thoughts addressing how and what students learn while participating in these types of projects are contained in the following response. First of all, I do agree that quite a vast majority of students are able to participate more actively by engaging in network projects. However, the notion of "active" participation can be defined in many ways. As an introverted student throughout most of my primary education, I feel that I learned a great deal without openly appearing to be an "active" student. My "active" role included completing homework assignments and tasks religiously. Did the more "active" extroverted student learn more than I did because he asked more questions in class? Who's to say that this openly inquisitive student understood, examined, or could apply the answers that were given? Special education students or students with learning disabilities may find it very difficult to master the physical skills required to make a network project successful. Another aspect of "active" participation that must not be overlooked is mental activity. Mental activity cannot be seen. Physical activity can. I do not believe that a student must be physically active in order to gain knowledge or participate in a learning task. Network projects do, in theory, require students to actively manipulate computer components in order to gain results. I believe that a great deal of how network projects benefit students is not necessarily in this physical participation, but in the reflection of what the project intends to accomplish and how it applies to their life. As for the concept of learning more from network projects, I will add two words to this idea : about what? Students may be learning how to type more rapidly and send and receive email, but how much more substantive content is really being obtained by doing network projects? I think this depends heavily on the project itself. If the activity is merely a self-serving project glorified only for its network capabilities, then it may not allow students to gain much educationally. This is not to say that these projects have no merit, but educators must be careful how projects are designed and what specific educational purpose they serve. In a more conventional setting, I believe that a different learning process can exist and be just as effective. I also believe that learning is personal and situational and cannot be accomplished most effectively by using one specific concept. A conventional learner may indeed absorb more than a network project learner or vice versa, depending on the student. "Conventional" learning environments is a very vague notion. It must be defined in order to fairly compare it to an educational network project. I will define a conventional environment as one that exists with current educational technology, excluding only educational network projects themselves. Conventional does adhere to the present situation in that it is becoming more and more the custom to integrate technology into the classroom. Blending these advances along with conventional methods already seems to be providing more effective education. The intent of my words is not to diminish the pros of educational network projects because I do believe there are many. I only wish to entertain the notion that conventional methods still possess merit and should not be discarded. Historically, some of the most notable thinkers flourished in an educational environment riddled only with books and ideas. I can only imagine how the technology of today would have affected their accomplishments. Would Johannes Kepler have developed the theory of planetary motion, or would he have been addicted to computer solitaire?...too busy checking his email?