Chapter 8
In: Technology and Learning
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Abstract
This chapter has two sections to illustrate issues of those involved in education. Section 1 presents institutions from Italy and Section 2 from England for comparisons.
Students from Rome – Liceo Scientifico Aristotele (School 1) – and Rieti* – Istituto di Istruziione Superiore I.I.S Celestino Rosatelli (School 2), completed a questionnaire on their learning post-pandemic. Data reveals student preference for active learning and some control over the process. Technology screen visual information dominates, so the auditory modality is less preferred for processing meaning, which must be recognized within instructional methods. Auditory processing is required for narrative language and higher level thinking, so must be monitored to ensure expert teaching. Concentration is a problem for many students, so may reflect verbal and visual domination of educational presentations – on-line technology or face-to-face. A small data set is reported, but is in line with world evidence.
Section 2 considers technology and learning views in schools, colleges and universities. Respondents value on-going support to transition from traditional to new teaching styles. They show insight and understanding of the world and volunteered to talk rather than chosen at random. Information discussed shows the different reactions people have to technology and learning styles. A mix of face-to-face and on-line experiences (blended learning) is acceptable and suitable for most people, as long as support (on-line & face-to-face) is continual, consistent and available when required. Comparisons reveal a need for active learning with some student control over the process for them to fully benefit from education. In a global world, which puts institutions into league tables, this proves difficult, leading to narrower learning that is test-based rather than focused on individual needs and personal development.