Computers and Education: The Design of Personal MobileTechnologies For Lifelong Learning
Lifelong learning is an approach to education has been articulated that neither embraces nor challenges institutional education, but is complementary to it. In future,learners need not to be tied to particular locations. They will be able to study at home, atwork, or in a local library or shopping center, as well as in colleges and universities.People will be able to study at a distance using broadcast media and on-line access.Tools for lifelong learning are described such as highly portable, individual,unobtrusive, available anywhere, adaptable, persistent, useful and intuitive. As learninghas become more individualized and learner-centered, so too have the new digitaltechnologies become increasingly personalized. Just as learning is now regarded as asituated and collaborative activity, wherever people have problems to solve or knowledge to share, so the major advance has been in mobile networked technology,enabling people to communicate regardless of their location.One consequences of the recent convergence of new theories of education withnew personal technologies is that offers the possibility of constructing personal mobiletechnology for lifelong learning. Personal learning starts with a learner in a social,cultural, and technological environment. The act of learning involves the artfuldeployment of the environment, including its tools and resources, to solve problems andacquire new knowledge.Learning is a constructive process of acting within an environment and reflectingupon it. Action includes solving problems, engaging in dialogues of enquiry, andacquiring new knowledge. Reflection involves the learner in abstracting from a situatedactivity, to integrate the current experience with previous knowledge and to constructnew interpretations.Normally, a learner is not alone with a teacher, but is working along with other learners, all carrying out a multiplicity of conversations with themselves, with the teacher and with the other learners. These conversations are more than exchanges information;they create a continuing process of conceptual development general principles, mutualadjustment, and social change.Computer-based teacher and tutor, one role for computer is to be a substitute for the teacher. This is the goal computer-aided instruction. However, to be a successfulreplacement, it must be able to carry out the kinds of teacher dialogue. They havedesigned for very limited domains are the products of many years of research anddevelopment.