The power of technologies for conceptual change September 9, 2012Posted by Editor21C in Directions in Education, Primary Education, Secondary Education.
Tags: democracy and education, learning communities, learning theories, technology and education, values education
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from Dr Chwee Beng Lee
Conceptual change remains one of the most essential outcomes of learning. It is an intentional and constructive effort to bring about deep understanding. Conceptual change theories describe how people revise their conceptual frameworks and their belief systems as a result of cognitive perturbations.
In the past, conceptual change research tended to focus on the change of individuals’ conceptual frameworks, and relied on creating cognitive conflicts to achieve conceptual change. However, in recent years, researchers have raised issues of the motivational, affective, and contextual factors implicated in conceptual change (Gregoire, 2003; Murphy, 2007) and the importance of a sociocultural perspective in understanding conceptual change. There are also considerable efforts in discussing and exploring effective strategies to foster conceptual change.
Although conceptual change can be induced through strategies such as using structural alignment as analogical learning (Mason, 2004), collaborative reasoning, (Anderson et al., 2001; Clark et al., 2003), knowledge building (Scardamalia & Bereiter, 2006) and many other approaches, technology is increasingly playing a powerful and critical role in the process of not only fostering individual (Lee & Jonassen, 2012) but also social conceptual change.
Jonassen (in press) argues that conceptual change is more than a realignment or restructuring of ideas but rather, it results from interactions of minds with other minds in the world. With the exponential growth in online communities such as Facebook, learners’ ideas and conceptions are constantly exposed to the challenges posed by the community members or even others outside the community. The power of social media is fast altering the belief systems of individual and social groups. Mainstream media no longer plays a dominant role in disseminating information. On the other hand, social media is highly efficient in delivering the most updated information as well as influencing our belief systems as it has the affordances of multimodalities which mainstream media does not.
What is most intriguing about social media is that it has the power to achieve large scale and immediate conceptual change. Such change includes changes in conceptions of democracy, human rights and freedom of speech as they are defined among these social groups. In some Asian countries where governments were once considered unchallenged, ultimate authoritative bodies are now being constantly questioned for their roles, functions and actions in these virtual realities. The formation of online communities not only forms “group beliefs” or “social beliefs” but also influences one’s identity and belief systems. With this in mind, educators must acknowledge the power and influences of social media in changing the conceptions of individuals and social groups.
Instead of relying on instructions and technologies that may foster the individual’s conceptual framework, there is a more urgent need to explore ways to integrate social media into classrooms for positive individual and social change in conceptions, as well as belief systems. However, this may be a daunting task, as conceptual change is a highly complex process and we have yet to fully understand the affordances of technologies for deep learning, let alone the complexities involved in propelling change among social groups. Possible research questions that deserve our attention may include: what are the roles of social media in fostering individual as well as social conceptual change? How do we capture and assess such changes? What kind of instructions can drive positive change?
References: Anderson, R. C., Nguyen-Jahiel, K., McNurlen, B., Archodidou, A., Kim, S. Y., Reznitskaya, A., Tillmanns, M., & Gilbert, L. . The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition and Instruction, 19, 1-46. Clark, A. M., Anderson, R. C., Kuo, L. J., Kim, I. H., Archodidou, A., & Nguyen-Jahiel, K. . Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15, 181-198. Gregoire, M. . Is it a challenge or a threat? A dual-process model of teachers’ cognition and appraisal processes during conceptual change. Educational Psychology Review, 15, 147-179. Jonassen, D. H. (In press). The impact of technology on conceptual change: Past and future. In C.B. Lee., & D.H. Jonassen (Eds.). Fostering Conceptual Change with Technologies. Cengage Learning. Lee, C. B., & Jonassen, D. H. (2012). An introduction: technologies for conceptual change. In C.B. Lee., & D.H. Jonassen (Eds.). Fostering Conceptual Change with Technologies. Cengage Learning. Mason, L. . Fostering understanding by structural alignment as a route to analogical learning. Instructional Science, 32, 293-318. Murphy, P. K. . The eye of the beholder: The interplay of social and cognitive components in change. Educational Psychologist, 42, 41-53. Scardamalia, M., & Bereiter, C. . Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer [Ed.], The Cambridge handbook of the learning sciences [pp. 97-118]. Cambridge, England: Cambridge University Press.
Chwee Beng Lee is a Senior Lecturer in the School of Education at the University of Western Sydney, Australia, where she lectures in learning design and pedagogy in the Master of Teaching (Secondary) program. She joined UWS from the National Institute of Education, Singapore, at the beginning of 2012.