The Intersection of Learning and Technology

In Designing Learning and Technology for Educational Reform (Jones, Valdez, Nowakowski, & Rasmussen, 1994), the authors note that technology effectiveness can be defined as the intersection of two continuums.

Learning vs. Technology. Learning from passive to active, is compared against Technology, from low performance to high performance Category A is in the high performance, active sector. Category B is in the low performance, active sector. Category C is in the high performance, passive sector. Category D is in the low performance, passive sector.

One continuum describes learning, which progresses from passive learning to engaged and sustained learning. For this continuum, the authors selected a set of learning indicators for engaged learning and instructional reform. The other continuum, which describes technology performance, progresses from low to high technology performance. For this continuum, the authors defined technology indicators for instructional design and technology-enhanced learning.

When the two continuums are combined, four major learning and technology patterns emerge:

Category A: Engaged learning and high technology performance
Category B: Engaged learning and low technology performance
Category C: Passive learning and high technology performance
Category D: Passive learning and low technology performance

Schools are strongly encouraged to focus their vision for using technology primarily in Categories A and B.

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