TECHNOLOGYíS PROMISES AND DANGERS IN A
PSYCHOLOGICAL AND EDUCATIONAL CONTEXT
by Gavriel Salomon
SUMMARY OF ARTICLE
In the article, “Technology’s Promises and Dangers
in a Psychological and Educational Context”, Salomon discusses
the similarities between the psychological understandings of learners
and the technologies available to us. As the future emerges wit
h new technologies, our understandings of them and psychology
has remained the same. The article discusses the relationship
of our current understandings of psychology with new information
technologies and the potential effects of that relationship.
Solomon discusses the understandings of learning by talking about
constructivism and how it pertains to the relationships between
knowledge acquisition and utilization, the nature of understanding
and the nature of knowledge itself. There are several factors
in which learners obtain knowledge and depends on factors such
as one’s prior knowledge, the forcefulness with which knowledge
is imposed on an individual, and one’s dispositions to reach
better understandings. The author goes on and talks about the
social aspects of learning and explains how social context within
which on operates is very crucial. Teamwork and collaborative
learning, and classroom environment all affects learning.
Solomon later discusses on the evolvement of technology and how
it all started. It first started with Computer Aided Instructions
(CAI) in which Skinner’s operant principles were in use.
Behaviorism soon faded away and was followed by a more cognitive
approach to learning. Cognitive learning began with simulation
which led to artificial intelligence and finally landed on multimedia,
the Internet, and student communication networks. Solomon feels
that technology provides the needed tools for the process of meaning
appropriation, it offers novel opportunities that suggest novel
learning activities and ways of teaching, which in turn require
novel psychological insights.
Solomon later discusses the bond between psychology and technology
together and how it produces proximal and distal results. Proximal
results are the new learning environments that appear to emerge
all over the world on experimental grounds, potentially serving
as the signposts for the classrooms of the future. Distal results
are less clear and tangible than proximal results.
Solomon finally discusses the implications for teacher education.
In order for teachers to adapt to the constructivist view of teaching,
they will have to make some changes in their classroom style.
If teachers are to change, then they will have to experience as
students themselves the novel learning environment. This mean
building teacher education around these principles, and having
the trainees actually experience construction of knowledge in
a social context.
IMPACT ON PRACTICE OF EDUATION
Obviously, any new technology that is used for educational will
have an enormous impact on how educators will approach teaching.
With the explosion of the internet, many learners might enter
an educational game or web site and not even realize that learning
has occurred. Although technology has enhanced and changed at
an extremely fast pace, the theory behind using technology to
enhance cognitive thinking has always been the same.
REACTION ON ARTICLE
This article was really interesting. It surprised me that even
though technology has enhanced, the way people learn and think
and the technology we use for education has stayed the same. Solomon
made a great point when he said “do with the teaching trainees
that which you want them to do with their students”. In
other words, apply your knowledge of psychological principles
and the technological affordance and apply them to children as
well as teacher trainees. I think this is a great approach.
QUESTION(S) / TOPIC(S) FOR DISCUSSIONS
1. Should all educators change their way of teaching to follow
the constructivist approach to learning?
2. Will there ever they be one great technology in which will
enhance learning and allow teachers to only have to learn that
one technology for future teaching?
