New Tools, New Skills, New Teaching: The Impact of Technology-Based Instruction

• In Event: The Model of Domain Learning: Understanding the Development of Expertise

Abstract

Objectives

While the literature is replete with studies of design, implementation and impact of technology-based educational environments, there is little continuity across studies to help stitch together findings into a cohesive whole. I argue (Lawless, 2016; Schrader & Lawless, 2017), as have others (Anderson & Shattuck, 2012; Reeves, 1993), that much of the research conducted in this area lacks a common central theory or framework to guide the work. In an effort to highlight the positive impact that a focusing theoretical framework has on this area of inquiry, this chapter discusses the preponderance of evidence from research on multiple 21st century literacies that coalesces around one particular theoretical framework, the Model of Domain Learning (MDL, Alexander, 1997; 2003). In doing so, this chapter underscores how such theoretically driven research can identify synergies across disparate technology-based, learning environments that enable instructional decision making from both designers and teachers.

Theoretical Framework

Because the major tenets of the MDL are discussed in depth in other presentation within this structured poster session, this poster will focus on how the major dimensions of the MDL align with the key skills and strategies needed when engaged in learning within technology-enhanced environments. Specifically, the roles of learners’ knowledge and interest and their impact on digital navigation, multiple source comprehension, and the use of online communications as a learning tool are discussed.

Methods and Data Sources

In an effort to highlight the positive impact that a focusing theoretical framework has on this area of inquiry, this poster discusses the preponderance of evidence from research on multiple 21st century literacies that coalesces around the Model of Domain Learning (MDL, Alexander, 1997; 2003). Studies come from multiple disciplines and span a variety of contemporary technologies. While the majority of the studies reviewed do not focus on the MDL, each does address one or more components of the framework. Aggregating results across studies how future theoretically driven research can identify synergies across disparate technology-based, learning environments that enable instructional decision making from both designers and teachers.

Results and Scholarly Significance

Because technology, in the broad scheme of educational research, is relatively new, it is not surprising that the knowledge base of what we know is at the stage it is. But, this area of inquiry is clearly at a crossroads. To move the field forward, studies must now begin to articulate lines of inquiry informed by models of learning that direct the trajectory of studies within them. The Model of Domain Learning represents a promising theoretical framework for doing so. While there are other theories that may also serve in this capacity, based on the evidence presented in this chapter, it is clear that the MDL is a key player in unpacking and understanding how, when and for whom technology infused instruction will be most beneficial for our current and future cohorts of students.

Author

• Kimberly A. Lawless, University of Illinois at Chicago