Connecting Theory to Technology

Later in this course, we will learn about the value in analyzing the affordances (the qualities, characteristics, or functionalities) of a given technology. In this lesson, though, we begin to consider methods by which technology can assist with learning and performance in the broadest sense. If we were embarking on a journey through the galaxy of technology to find the best tools and processes to support our learning activities and environments, then we would need a star map to find our way to the proper (and helpful) points of light in the vast unknown. Learning theory can serve as that star map, which is why we review a few seminal learning theories in this lesson.

Spector (2016) commented, “Learning theories do not prescribe how to design instruction or implement learning environments, but they are certainly helpful in providing a way to conceptualize instruction and design practical frameworks to support learning and instruction” (p. 79). In other words, a scholarly proposal (in the form of a theory) about a mechanism of learning does not automatically translate into better teaching and learning. But the greater his or her understanding of theory, the more adept a designer will become at aligning learning objectives, learning activities, assessments, and a particular learning environment.

This lesson asks you students to explore and try learning technologies. You will read in the SAGE encyclopedia about the impact and potential that the Internet has on learning and instruction. In that article, you will read an overview of digital badging, and then in our activities for this lesson, you will proceed to earn two digital badges. Digital badges fall into the realm of competency-based learning, reflecting a developing assessment trend known as “microcredentialing.” Digital badging exemplifies a nexus of the main topics discussed this week: learning, performance, and technology.