Running Head: POSITION PAPER 1

Impact of Media and Instructional Technology on Student Learning

Sarah Hall

University of West Georgia

POSITION PAPER 2

Impact of Media and Instructional Technology on Student Learning

The Clark versus Kozma debate has been a long standing debate of whether media

impacts student learning or has no merit. The debate is, and always has been, about the ability of

more than one medium to support a selected instructional method, whether or not any given

medium has the capabilities that cannot be replicated by another medium, and the validity of the

research (Hastings, 2005, p. 30). Does technology affect learning? Clark stated that media does

not influence learning at all, but is simply a vehicle that instruction can be delivered on. Clark

believed that the delivery of instruction was what impacted learning. Kozma argued that media

was much more than a delivery method, but another method of learning. Kozma (1994) relates

three aspects of each medium to technology, symbol systems, and processing capabilities.

Kozma believed that learning was comprised of relationships among cognitive, social, and

affective processes and environment. While Kozmas argument focuses on television and

computers, there are a variety of technology options that are now available for teacher and

student use. One of Kozmas most striking points was If there is no relationship between media

and learning, it may be because we have not yet made one (Hastings, 2005). Media does

influence learning.

Clarks position through the blanket statement of media will never influence learning

cannot be placed on todays 21st century student or classroom. Students are surrounded by media

every day, primarily through social media. Students are using social media as a diary instead of

the paper book version that Clark or Kozma might have formerly used. Any thought that pops

into a students head can be simply answered through a couple swipes, types, and searches. The

answer has arrived without spending countless hours hovering over dusty, outdated

encyclopedias. If the answers are literally at the fingertips of students, technology and its usage
POSITION PAPER 3

cannot be ignored. Translating Kozmas methods for impact of media on student learning to

todays learning environment. tools such as how to videos or podcasts allow students to play,

stop, pause, and rewind instead of simply reviewing notes taken during class hours. This media

through the form of video, allows students to transfer learning outside of the classroom. No

longer are students basing their study habits or homework view on notes frantically written

before the teacher erased the board, but instead exploring interactive websites that provide

models, videos, images, and interactive simulations. With countless initiatives to bring 1:1

technology to every student, Bring Your Own Technology policies being adopted, and

professional learning hours being spent learning new delivery methods or interactive testing

software, this validates the need for media to influence learning. It is technology that is the

vehicle for communicating messages, and the messages are represented in a medium (2005 p. 6).

Learner-centered technology integration could include wireless handheld devices (WHD). With

BYOT policies, students are able to bring their device to school, thus using the device to

If media did not influence learning, there would not be countless hours spent developing

interactive tools, applications, and resources for teachers and students to use. Web site

development would not focus on interactive functionality for users. Interactive formative

assessments such as Kahoot or Quiziz would not exist if media did not influence learning.

Classroom management sites such as Edmodo or Google Classroom would not be advertised and

pushed for teachers to use to help students. Presentation tools such as Prezi and PowToon would

not exist to allow students to share their learning instead of through reports and posters.

Interactive tools such as Remind or Skype would not exist to allow teachers to communicate with

students outside school or video conference with a guest speaker or take a video tour of a

company. A study was completed to learn more about mobile social learning. Findings of their
POSITION PAPER 4

study revealed that students perceived that mobile social learning could assist them in terms of

accessing information quickly, enhance communication between classmates and instructors, as

well as offer situated and contextualized learning (Norman, 201, p. 207). This study helps prove

the point that media is more than a vehicle in which information is delivered; it is an adapted

learning style to which students are processing and engaging in new information.

Swellers (2008) cognitive load theory explores what the human can physically learn

under the constraints of the human cognitive architecture. Much like an interactive mind map

that students can create by using media, Sweller discusses how multiple ideas can be transferred

to long term memory through schemas. Ideas are grouped together to become one thought

(Sweller, 2008). The media in which students are using needs to be cognitively suitable for the

student and the learning activity. Practice and preparation must take place before the media is

placed in the hands of students. Looking at Mayers cognitive theory of multimedia learning, it

discusses how media can be overwhelming to the schema. Understanding and interpreting

concepts becomes difficult if differentiation of the tools used does not occur.

Clark and Kozmas views will continue to be debated. Careful planning and

implementation, Clarks view point, should be considered, but ultimately, Kozmas argument

that media does influence instruction and ultimately learning. Placing media and technology

tools in the hands of students provides a different means of instruction and learning. Because of

todays culture, there is a need to present students with innovative and engaging media. Media

will continue to develop and change as the years go, but it will continue to impact and influence

student learning.
POSITION PAPER 5

References

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and

Development, 42(2), 21-29.

Hastings, N., & Tracey, M. (2005). Does media affect learning: Where are we now? TechTrends

Linking Research and Practice to Improve Learning, 49(2), 28-30.

Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational

Technology Research and Development, 42(2), 7-19.

Locatis, C. (2007). Why media matter: Media effectiveness from a performance perspective.

Performance Improvement Quarterly, 20(1), 9-22.

Mayer, R. E., Hesider, J. & Lonn, S. (2001). Cognitive Constraints on Multimedia Learning:

When Prsenting More Mateirals Results in Less Understanding. Journal of Educational

Psychology, 93(1), 187-198.

Norman, H., Nordin, N., Din, R., Ally, M., & Dogan, H. (2015). Exploring the Roles of Social

Participation in Mobile Social Media Learning: A Social Network Analysis. International

Review Of Research In Open And Distributed Learning, 16(4), 205-224.

Sweller, J. (2008). Cognitive Load Theory and the Use of Educational Technology. Educational

Technology, 48(1), 32-35.