Running head: EDUCATIONAL PARADIGMS 1

Learning Paradigms in Current Educational Environment

Susan L. Ingram
Dr. Ethel Muter Ph.D.
EDU 558 Seminar in Teacher Leadership
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Abstract
This paper focuses on analyzing the educational paradigms that are connected to the current
educational environment. The paper showed that the educational age paradigm reflects the
different educational tools, approaches and techniques that are being applied in the said
environment. This is due to the massive application of the Internet and other technologies in
delivering instructions or contents and driving learning process of the students and feedback
from the instructors. Because of that, learner-centric approach and active learner approach are
being used in order to connect the learners and the instructors and communicate regarding a
specific content, topic or issue
Keywords: paradigms, technology, learners, instructors












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Introduction
Paradigms are considered as mental models or ways of thinking about something (Riegle,
n.d.). It is usually connected to the scientific research, primarily to the issue of methods
(Leadership in Early Childhood Education: Cross-Cultural Perspective, n.d.). As a result,
choosing the right paradigms in a given educational environment is important in order to ensure
smooth flow of learning process inside the classroom. Educational paradigm from industrial age
to digital age (Leonard, 2002) shows the changes or evolution of the different aspects that are
connected to learning such as teaching tools and learning theories. As of now, more and more of
the debate regarding educational administration focus on paradigms as the foundation for
different leadership approaches (Leadership in Early Childhood Education: Cross-Cultural
Perspective, n.d.).
Educational Environment: Learning and Assessments Educational Paradigm
In my current educational environment, the learner-centric educational paradigm reflects
the different educational and learning tools, assessments and activities which are being applied
by the educator or instructors towards the students. Thus, it can be said that the constructivism is
visible, because the contents that are being presented to the students are presented by the learners
in terms of team-based collaborative learning, constructivist learning environment rather than the
instructor (Leonard, 2002). As a result, it made the curriculum and instructional activity to focus
on the importance of the learners over the instructor. With the help of technology, particularly
the Internet, the instructor is no longer the primary intermediary and single conduit of knowledge
between the students and the learning process and experience (Leonard, 2002). This can be seen
on the different individual and group assignments and projects that are assigned to each and
every student who are enrolled in specific course. On the other hand, there is also a touch of
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active learning educational paradigm of constructivism, where in the instructor is the
intermediary and single conduit of knowledge between the learners and the learning experience,
but he or she serve as a coach who guide the learners toward their own answers, their own
solutions to the problems as well as different issues that are posed by the instructor (Leonard,
2002). The primary evidence is the process where in students are all assigned to submit
individual projects in every unit, which enables the students to work on their own, at the same
time, let them post their comments, which enables them to use the knowledge and information
which they have gathered and analyze in the duration of the course. As a result, it enables the
students to learn through self-generated understanding, which teach them to be more independent
and work based on their own strategies.
Due to these reasons, it can be said that the current educational environment uses the
digital age educational paradigm, where in schools shift the focus of their expenditures from
building schools that house traditional classrooms, and focus on learners who are using
technology as the integral aspect to the process of acquiring and sharing information inside and
outside of the classroom, with or without the guidance of the instructors (Leonard, 2002). This
has been done by using Intranet, in order to submit the projects and assignments given by the
instructors, at the same time, focus on a webpage which enables the students to leave their
messages based on their opinions and research on a specific subject or topic. This is entirely
different from that of industrial educational paradigm which uses traditional learning tools,
approaches and techniques in ensuring good flow of learning process.
Educational technology, especially computers and computer-related peripherals, have
grown tremendously and have permeated all areas of our lives. It is incomprehensible that
anyone today would argue that banks, hospitals, or any industry should use less technology.
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Most young people cannot understand arguments that schools should limit technology use. For
them, use of the Internet, for example, plays a major role in their relationships with their friends,
their families, and their schools. Teens and their parents generally think use of the Internet
enhances the social life and academic work of teenagers:
The Internet is becoming an increasingly vital tool in our information society. More
Americans are going online to conduct such day-to-day activities as education, business
transactions, personal correspondence, research and information-gathering, and job searches.
Each year, being digitally connected becomes ever more critical to economic and educational
advancement and community participation. Now that a large number of Americans regularly use
the Internet to conduct daily activities, people who lack access to these tools are at a growing
disadvantage. Therefore, raising the level of digital inclusion by increasing the number of
Americans using the technology tools of the digital age is a vitally important national goal. (U.S.
Department of Commerce, Economics and Statistics Administration, & National
Telecommunications and Information Administration. 2000, p. xv).
The very concept of the Internet would not be possible without technology. This is
paralleled by the incredibly rapid growth of information that likely would not be possible without
this technology. Research centers with no computers would arouse suspicion about the
completeness, accuracy, and currency of their information because science and mathematics
information grows daily and much of that new information can only be found through the use of
technology. In fact, very few would argue with the statement that computers are essential to the
work of professional scientists and mathematicians.
From the beginning of the computer age, educational researchers and practitioners have
told us that for technology use to be successful in our schools it needed to be closely tied to
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school reform. Glennan and Melmed (1995) wrote: "Technology without reform is likely to have
little value: widespread reform without technology is probably impossible". The unavoidable
conclusion is that successful improvement of technology, science, and mathematics education is
of high importance to our future. In 2002, 100 high-tech executives met with President Bush to
discuss the future of technology: They indicated that improving mathematics and science
education ranked next to national security and broadband Internet access was one of the most
important considerations for improving economic growth in their companies.
Economic, Moral, Leadership and Social Capital on Schools
Educational leadership is becoming far more about evolution and adaptation than about
consistency. For years, the traditionally successful school leader slowly and steady built a school
culture built on consistency, routine, and solid expectations. This was a fair model, but it is
already becoming dated. While the positive school culture will always be a primary concern,
todays school leader needs to be good at adaptational change. District demographics, diversity,
technology, and educational law are all changing faster today than they ever have. Todays
school leaders need to build agile teams that can keep student learning at high levels while
negotiating positive change.
Education leaders are the best chances American education has for true positive reform. It
is no longer acceptable for school or district leaders to watch idly by while politicians and
lobbyists decide the future of education. Educational leaders need to lead not just buildings and
student bodies, but need to lead the education revolution. If they do not, someone else will. This
can easily be done side-by-side with the teaching corps, which adds to the teamwork component
as well.
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Educational leadership is about children. Not teachers, parents, or curriculum. The task of
the school principal has become so muddied by the aforementioned factors, that often the central
goal of successful school leadership is lost in the shuffle. Every action every moment of every
day needs to be to the positive benefit of the students in the school. Sounds easy, but in practice
is becoming increasingly difficult. However, the reality is that if the school leader is not looking
out for the students, everything else is irrelevant.
It is this social context of learning which provides the gateway to exploring the next stage
in the evolution of the computer in schools. Learning about computers, which seems a fairly
common curriculum approach in schools the world over, has now given way to learning through
computers. Programming and simple keyboard literacy has been replaced by desktop publishing,
digital imaging and robotics, research and referencing. In the Edison Project Report, Hechinger
and Hopkins, have characterized this new paradigm of use, calling it Technology as a Second
Language. They see this as a new process, which will afford students the opportunity to learn
many new tools of expression. They have identified three levels of progression: The first
involves the student having a facility level to be able to communicate - to simply express ideas
and needs. Next comes a comfort level with the newly learned languages of technology. The
user now has a greater degree of comfort in being able to express ideas and understanding with
facility and variety. Lastly the learner may progress to the creative level, where the applications
of technology become more unique and artistic, allowing for the freer expression of metaphor
and representational symbolisms. Just as we become more adept at spoken and written language
according to age, need and ability, the same may be true for absorbing the new language of
technology. Once again it is essential that all students be provided equal opportunities to learn
and use these new skills.
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Just as there is a paradigm shift in the way schools approach the language of computer
literacy, there are correspondingly new ways in which schools are utilizing the technology. As
we move away from the computer lab and place technology in the hands of the student, the focus
shifts towards curriculum. Concomitant with this is the final paradigm shift that experienced by
the teacher, as she/he confronts what Cuban calls the dominant cultural beliefs of the school.
Having overcome resistance or reluctance the faculty member becomes both teacher and learner
in the classroom.
Conclusion
In the current educational environment, it can be said that using the industrial
educational paradigm will not be feasible and applicable due to the different changes in the said
environment, primarily due to the advancement of technology, primarily the Internet. Due to that,
movement from industrial to digital educational paradigm is very important in order to ensure
effective learning process and transfer of knowledge. This can be done by applying learner
centric approach and active learner approach, because it enables the students to become more
participative and independent about their learning.
Classroom computers and other technology can play many instructional roles, from
personal tutor and information source to data organizer and communication tool. So, it is
important for teachers to consider how computers and other electronic technologies can enhance
the learning experiences of students and increase their productivity. The primary conclusion of
much of the research is that technology has considerable potential for increasing interest in, and
improving the quality of, learning in science and mathematics classrooms. However, effective
use of instructional technology is possible only if sufficient attention is given to the following:
Curriculum uses.
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Instructional pedagogy used.
Assessments used.
Sufficiency of technology and access to the Internet.
Ability of the teacher, especially, to model uses of technology.
Stone Wiske. (September 2004). writes about the new culture of teaching for the 21st
century. He draws parallels between the introduction of recent innovations in the classroom,
such as the calculator and, more recently the graphing calculator. He uses the lessons learned
from these additions to the classroom to support his thesis that three factors must be present in
order for a wider use of technology to make a similar impact on the quality of education in our
schools. The three factors are:
Technology must afford significant educational advantage just as the graphing calculator
allows the user to analyze mathematical information more effectively.
The technology must be affordable, networked and portable. It will only transcend its former
role in the computer lab when every teacher and student has access in the classroom.
Technology alone does not change school practice.
This last point is most significant for those of us involved in preparing teachers for 21st
Century schools. Is our concept of the school of the future going to inform and develop the new
cadre of teachers, or will the new cadre of teachers define what the school of the future is all
about? Technology can do one of two things it can serve to augment a traditional approach to
education and help to replicate what we have done before, or it can make us change our
perceptions of what constitutes curriculum goals and materials, assessment policies and teacher
development. It dont think that anything less than a sustained and imaginative approach to in-
service training and the provision of a highly technologically literate teaching force is going to
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make the difference. The burning issue is how we can ensure that the paradigm shift is made in
that area where it can be most effective. Stigler and Hiebert (1999) reflecting on the fact that
Japanese students score better on international mathematics tests than students of most other
nations, identify the approach taken to in-service training as a key factor in this success rate.
They describe lesson study where Japanese teachers have scheduled time during the day when
they develop, sample and assess lessons. This is provided within a classroom culture which
begins with the assumption that most children can learn by being challenged, and consequently
the teacher will engage higher order thinking skills and adjust the teaching from there.
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