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Computer network is the interconnection of many resourceful computers through domains which provide users with the possibility to freely share ideas, information and other useful resources. In my class setup, computer network has played a big role in construction of knowledge among my fellow learners. One major role which computer network plays in imparting knowledge is implemented through sharing of ideas.
According to Resnick (1996), learning is described as an active process where knowledge is constructed from various experiences in the world, thus making ideas rather than getting them. Through computer network, my fellow learners share various ideas they have made in the process and this became available to all of us. We are able to access various ideas, disseminate, and improve them which results in the splendid end product.
Computer network has also enabled us to collaborate in real-time through chatting and using newsgroup forums where we communicate freely among learners which results into enhancement and construction of new knowledge. The network has enabled us to make computer simulations in various projects we are undertaking and which are tested by other learners who act as users of the constructed simulations.
The feedback obtained from the users helps us improve on our simulations through active participation on the internet. In the absence of computer network in the school environment, learners can use physical discussion forums where we can meet in study rooms, meeting places and still share ideas thus extending distributed constructionism.
Learners can also record their findings and work with electronic tapes, e.g. flash disks, compact disks and post them via postal mails to their colleagues. Mobile phones text messages can also be used to share ideas and resources hence promoting distributed constructionism.
Computer network and the Internet act as Rorschach test for educational philosophy whereby it can be interpreted into many ways. Through my own educational philosophy, I see the internet as a way of life throughout the world.
To defend my philosophical view, the internet has enabled the entire world to become a global village whereby users share their daily life experience hence making the internet as a virtual way of life. The information shared on the internet can be used by various users depending on their area of interest.
Pea’s idea of enabling educators to facilitate individuals from tool-free cognition is a feasible and realistic idea which can be adopted at any level of learning (Pea, 1993). Distributed intelligence and cognition are defined as a theoretical approach that focuses on interaction between individuals and other factors that are depend on how they are approached and implemented.
The theory is realistic in that no individual is an island of his own information and students get to know things through interaction with other people. This can range from interaction with cultural influences, material artifacts and with any other social activity. To facilitate Pea’s idea, educators need to understand the level of grade they are teaching.
Lower grade students need to use simple simulations and resources which they can easily understand as opposed to adult learners who can understand complex simulations. Learners who will have access to information will learn faster than those who will have limited information.
Computers cannot replace the role of adults in guiding the children for 100%, but they can play a very big role in imparting knowledge to youngsters. This notion is applicable where computer intelligence is as a result of A customized software which has been programmed by various technocrats through distributed constructionism, tested by various users and finally presented to the educators for the purpose of teaching children.
The use of computer intelligence should not be limited to children and their ZPD only, but should also be applied to adults as well. The determinant factor when using computer intelligence should be the selection of learning tools.
In this case, educators should select learning tools depending on the level of the learners to facilitate distributed cognition. Educators should also break down a problem in question into simple manageable levels for the learners to understand.
In my learning environment, I have personally experienced computers substituting the skilled other. In this case, computer simulations were used to state and represent a problem. This was done by using whiteboard diagrams which broke the problem down into manageable levels that can be understood.
References
Pea, R.D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions, Psychological and educational considerations (pp. 47-87). NY: Cambridge University Press. peaDistrib.pdf
Resnick, M. (1996). Distributed Constructionism. Proceedings of the International Conference on the Learning Sciences Association for the Advancement of Computing in Education Northwestern University. Retrieved from
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