Running head: EDUCATIONAL PARADIGMS
Learning Paradigms in Current Educational Environment
Contents
TOC \o “1-3″ \h \z \u Abstract
Introduction
Conclusion
Reference
Abstract
This paper focuses on analyzing the educational paradigms that are connected to the current educational environment. The paper showed that the educational age paradigm reflects the different educational tools, approaches and techniques that are being applied in the said environment. This is due to the massive application of the Internet and other technologies in delivering instructions or contents and driving learning process of the students and feedback from the instructors. Because of that, learner-centric approach and active learner approach are being used in order to connect the learners and the instructors and communicate regarding a specific content, topic or issue.
Introduction
Paradigms are considered as mental models or ways of thinking about something (Riegle, n.d.). It is usually connected to the scientific research, primarily to the issue of methods (Leadership in Early Childhood Education: Cross-Cultural Perspective, n.d.). As a result, choosing the right paradigms in a given educational environment is important in order to ensure smooth flow of learning process inside the classroom. Educational paradigm from industrial age to digital age (Leonard, 2002) shows the changes or evolution of the different aspects that are connected to learning such as teaching tools and learning theories. As of now, more and more of the debate regarding educational administration focus on paradigms as the foundation for different leadership approaches (Leadership in Early Childhood Education: Cross-Cultural Perspective, n.d.).
Educational Environment: Learning and Assessment’s Educational Paradigm
In my current educational environment, the learner-centric educational paradigm reflects the different educational and learning tools, assessments and activities which are being applied by the educator or instructors towards the students. Thus, it can be said that the constructivism is visible, because the contents that are being presented to the students are presented by the learners in terms of team-based collaborative learning, constructivist learning environment rather than the instructor (Leonard, 2002). As a result, it made the curriculum and instructional activity to focus on the importance of the learners over the instructor. With the help of technology, particularly the Internet, the instructor is no longer the primary intermediary and single conduit of knowledge between the students and the learning process and experience (Leonard, 2002). This can be seen on the different individual and group assignments and projects that are assigned to each and every student who are enrolled in specific course. On the other hand, there is also a touch of active learning educational paradigm of constructivism, where in the instructor is the intermediary and single conduit of knowledge between the learners and the learning experience, but he or she serve as a coach who guide the learners toward their own answers, their own solutions to the problems as well as different issues that are posed by the instructor (Leonard, 2002). The primary evidence is the process where in students are all assigned to submit individual projects in every unit, which enables the students to work on their own, at the same time, let them post their comments, which enables them to use the knowledge and information which they have gathered and analyze in the duration of the course. As a result, it enables the students to learn through self-generated understanding, which teach them to be more independent and work based on their own strategies.
Due to these reasons, it can be said that the current educational environment uses the digital age educational paradigm, where in schools shift the focus of their expenditures from building schools that house traditional classrooms, and focus on learners who are using technology as the integral aspect to the process of acquiring and sharing information inside and outside of the classroom, with or without the guidance of the instructors (Leonard, 2002). This has been done by using Intranet, in order to submit the projects and assignments given by the instructors, at the same time, focus on a webpage which enables the students to leave their messages based on their opinions and research on a specific subject or topic. This is entirely different from that of industrial educational paradigm which uses traditional learning tools, approaches and techniques in ensuring good flow of learning process.
Conclusion
In the current educational environment, it can be said that using the industrial educational paradigm will not be feasible and applicable due to the different changes in the said environment, primarily due to the advancement of technology, primarily the Internet. Due to that, movement from industrial to digital educational paradigm is very important in order to ensure effective learning process and transfer of knowledge. This can be done by applying learner centric approach and active learner approach, because it enables the students to become more participative and independent about their learning.
Bibliography
Leadership in Early Childhood Education: Cross-Cultural Perspective. (n.d.). Retrieved April 22, 2009, from Herkules: http://herkules.oulu.fi/isbn9514 268539/html/x157.html
Leonard, D. (2002). Learning Theories, A to Z. Westport, CT: Oryx Press.
Riegle, R. (n.d.). Educational Paradigms: Visionary Leadership for the Information Age. Retrieved April 22, 2009, from People: http://people.coe.ilstu.edu/rpriegle/ww wdocs/paradigm/welcome.htm
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