Educational Technology: Archetypes, Paradigms, and Models

Archetypes, Paradigms, and Models

My introduction to CBU 535 begins by reading Davies 1978 article entitled Educational Technology: Archetypes, Paradigms, and Models. My discussion will revolve around the questions provided for discussion.

1. What is the difference between an archetype, a paradigm, and a model?

An archetype is a perspective given by one when engaged in inquiry. A paradigm provides the framework for concrete conceptualisation of theory, is measurable by a qualitative means, and provides definitions, statements, and interrelationships between the statements. A model is measurable through quantitative means; provides specific, detailed representation of reality.

2. What are the key characteristics of Davies’ three educational technologies: One, Two, and Three?

Technology One is described as a ‘hardware’ approach; uses available technology mechanisms to deliver information, thus increasing the size of a population (audience) that can receive information at a given time. On a personal note, just because an institution possesses the latest technology, does not mean the quality of learning will be enhanced. I am a firm believer that technology should not be used for technology sake but must be used to enhance the learning, taking place.

Technology Two is described as a ‘software approach’ stressing how additional learning aids can benefit learning. Technology is seen as a method to present the information and the software is instrumental in assisting teachers to enhance their presentations that will in turn enhance learning.

Technology Three combines the ‘hardware’ and ‘software’ approaches of Technology One and Two. Technology Three, the most practical in my opinion, applies system analysis concepts to education. The hardware and the software are used in conjunction with each other to foster new learning experiences.

3. What are the key characteristics of the audio-visual, the engineering and the problem-solving archetypes of educational technology?

The Audio-visual archetype was developed in the 1930’s. Audio-visual ‘hardware’ adds extra appeal to classroom presentations by providing audio and visual value to a given lesson. Audiovisual equipment has certainly evolved in the past number of years; LCD projectors replace the overhead projectors and Smart Boards are beginning to replace the chalkboards and even in some cases the computer labs.

The Engineering archetype influenced by B.F. Skinners work on operant conditioning of the 60’s. Behaviourist technology is applied to both teaching and learning. The Engineering archetype looks at the underlying assumptions of how technology fits the paradigm and what constitutes the most effective teaching and learning.

The Problem-Solving archetype adopted around 1973-74 is seen as an alternative way of seeing. It incorporates a variety of skills and leaves learning to discovery and problem solving while the learner applies skills already acquired to find answers.

4. What archetype, paradigm and model of educational technology do you think most of your teaching would fall into?

Definitely audio-visual, today’s classrooms are filled with diverse learners, each possessing various strengths and weaknesses. Being able to provide a variety of audio-visual stimulation, I am better able to meet many of the learning styles in my classroom. Of course the type of information I am presenting influences my approach. Often I will teach a concept using straight lecture and notes to realise that my teaching would be more effective if I provided additional audio or visual stimulation. If I feel I am not reaching my audience, I will re-evaluate my approach and look to another more effective method of delivery often involving audio and visual stimuli.

5. Davies wrote his article in 1978, over 20 years ago. Is it still relevant to the thinking of using technology in teaching and learning today? Why or why not?

Davies article is certainly relevant to today’s views of using technology in teaching and learning today. Since 1978 technology growth has shown continuos growth however learning theory has been slower to evolve and find its way in to our more traditional classrooms. There has certainly been a shift from teacher centered classrooms to more student centered approaches to learning