Media, Technology, and Learning
In history, media and technology have an influence on education. For example, computers and the Internet has affected the learning process to date. The rules of educators and learners have changed under the influence of media and technology used in the classroom.This change is essential, as a guide in the learning process, educators (teachers) are entitled to examine the media and technology in the context of learning and it's impact on student learning outcomes.LEARNINGLearning is the process of developing knowledge, skills, or behavior development as an individual interaction, involving physical facilities, psychological, learning methods, media, and technology. Learning is a process made all the time by any individual.Thus, learning is a process involving the selection, arrangement, and messages are appropriate to the environment and how learners interact with that information. Thus, in view of the psychological insights and views filusuf. This discussion will also describe the various rules of media in learning and showing different methods, such as presentations, demonstrations, and discussions will be tech-related learning.1. Psychological Perspective on LearningHow instructor showing the role of the media and technology in the classroom, it will depend how far they will understand how people have learned to use it. Here are some perspectives related to psychological perspectives on learning:
■ behaviorist PerspectiveIn the mid 1950s, the focus of learning begins with the formation of stimulus to the learner to respond to the stimulus. Skinner demonstrated that the behavior of an organism can be shaped by reinforcement or rewards, and responded to the desire by the environment. The result is the emergence of the learning that has been programmed, a technique in guiding learners through the steps of a lesson to a desired level of performance.■ Cognitivist perpectiveOn the other hand cognitive Saxon has made a contribution to the theory of learning and instructional design to create models of how learners receive, proceeds, and manipulate information. Adherents Kognitivis see differently will learn patterns that have been used. For example, creating a capability is called the short-term memory and long term memory. The new information is stored by the short-term memory, where information is said to be ready to be trained to be stored in long term memory. Adherents Kognitifistik broad perceptions of independent learning. Thus, the student combines information and skills in long-term memory to develop cognitive strategies, or skills related to complex tasks.
Jean Piaget illustrates cognitive psychology demonstrate that individual mental processes used to respond to their environment. Piaget divides concepts of mental development into three sections namely; schemata (skeleton), assimilation (assimilation) and accomodation (accommodation).
■ schemata: individual mental structures that organize the environment. Schemata have adopted or have been changed in line with the mental development and learning. Schemata used to identify, proceeds, and store incoming information and can be understood as a category of individuals who used to be used to classify specific information and experiences. Young children learn to characterize the father and mother. They eventually separated the dog and cat, and then understand the difference berfariasi any dog. This distinction is based on the experience that led to the development of schemata or the ability to classify objects of karaakteristik-characteristics that are significant for them.■ assimilation: assimilation is a cognitive process in which learners integrate new information and experiences into schemata.■ Accomodation: the process of modifying existing schemata.
When dealing with a new concept or a new experience, learners attempt to assimilate into existing schemata. When it became unfit, then there are two possible responses, namely: (1) learners can create a new scheme in which the stimulus in place, or (2) existing schemata can be modified so that the new stimulus would be suitable. These processes are a form of accommodation. Schemata increase over time in the response will be a learning experience.Constructivist PerspectiveKonstruktvisme is a growing movement far beyond the kognitivis confidence. Constructivism consider student engagement in meaning as the core of the learning experience. Constructivist emphasizes that students create their own interpretations of the world of information. Constructivism says that students put their learning experiences with his own experiences teaching and learning purposes is not information but creates situations so that students can interpret information with pemahamnnya own. The role of learning not to pull out the facts but to provide students with ways to collect information.Constructivism believes that effective learning occurs when learners (students) engage in authentic tasks related to meaningful contexts. Then the last measure of learning based on the ability of learners (students) in the use of knowledge to facilitate the way of thinking of the life really is.Social-Psychological PerspectivSocial psychology is another tradition that has been established in studies of teaching and learning. Social Psychology looked at the impact of social organization for learning in the classroom. Is the composition of the study group in the class-independent learning, small group, or the class as a whole? Is the arrangement of power-how much students can control their own activities? And whether the structure is an award-cooperation than help increase competition? Robert Slavin has taken a position as a researcher says that cooperative learning is more effective and more socially beneficial than competitive learning and individualistic learning.Approaches to InstructionLearning is a compilation of information and environment to facilitate learning. Gagne describes learning as, a set of external events for students that is designed to support internal learning processes. As for the environment, not just a place meant the teaching but also the technology, methods, and media necessary to obtain information and guide the students to learn. While adherents of behaviorists emphasize external controls on student behavior, cognitive suppress internal controls, or students, it controls all the mental processes. These differences affect how the media is designed and used.Behaviorists set behavioral goals (achievement), limits the teaching needed to master those goals. When programmed instruction was introduced, the material is directly related to the purpose will be filtered. Instructional design based on cognitive psychology bit composed of the psychology of behavior. They allow learners to use cognitive strategies themselves, and they provide an impetus to interaction between students. Learn the tasks required for the process of problem solving, creative behavior.Unlike behaviorist, kognitivistik not limit the definition of teaching learners to show behaviornya.mereka confident learners learn a lot from what is expressed in directly. Kognitivistik, on the other hand, provides a rich environment for learning and provide opportunities for learners to create their own pemahannya. Learning environment rich in learning atauu premises can provide a wide range of media and technology. In other words, at least this is the structure or composition of learning approaches.Trainers and instructional design need to develop a broad-minded attitude will study psychology in schools. As such, we are not required to be loyal to a particular learning theory. If it were necessary behaviorist theory, the techniques from behaviorist theory that we will use. And conversely, if the learning situation requires kognitivistik or constructivist methods, the methods that will be used.Finding a Middle GroundIn this text, the author of this book recommends eclectic approach to learning. It is inspired by each psychological perspective, and the designers have developed a robust framework for learning. In fact, learning practices characterized by the actual success is supported by a variety of perspectives, such as the following:
■ Active participation. Effective learning occurs when students are actively on the meaning of the tasks, and interact with the contents of these tasks.■ Practice. New learning requires more than one exposure to reach the roots; practice, especially in various contexts, shows the average memory capacity and the ability to apply new knowledge, new skills, or new behaviors.■ Individual differences. There are various forms of student's personality, talents general, the knowledge of an object, and many other factors; effective method allows students to progress at different speeds, different materials and even participate in different activities.■ Feedback. Learners need to know whether his ideas are correct path or not the teacher can give feedback on the correction of paper, electronic messages from the computer, the system suati assessment of the race, or the other way.■ Realistic contexts. We tend to prefer to remember and apply the knowledge presented in the context of the real world; rote learning led to "inert knowledge", where we know something but never apply it in real life.■ Social interaction. Fellow teacher who worked as a tutor or a member of a group that should be able to provide encouragement panuti good education as a given society.
