Philosophy

This section elaborates the philosophy supporting the adoption of technology in education and how it makes instruction and learning more effective. The content consists of four aspects: multi-culturalism, learning styles, and instructional technology.

Multi-culturalism
The multi-culturalist approach holds that varying cultural dynamics are one of four forces (the other three being psychological dynamics, behavioral forces, and humanistic forces) that explain human behavior. From this premise, one can infer that the ability to recognize one's own and others' cultural perspectives is crucial to learning, and therefore must be taught along with communication and thinking skills as essential to other learning. In this regard, multi-culturalism is broadly understood to include experiences common to basic physical/social attributes (i.e., age, gender, socioeconomic status, etc.) as well as cultural, linguistic and racial identities.

Learning Styles
The concept of "learning style" stems specifically from the classification of psychological types. According to the Learning Theory Funhouse, the notion is based on research demonstrating that genetic and environmental factors influence how different individuals have a tendency to perceive information differently and process it differently. There are two basic classifications in the manner of perceiving and processing; they are known as concrete and abstract.
Concrete perceives learn directly-- by doing and feeling. Abstract perceives learn through analysis and observation. Active (or concrete) processors comprehend experience by immediate utilization. Reflective processors comprehend experience upon reflection. Taking an Empiricist approach, Dewey felt that knowledge does not result from a God-like disembodied mind, but that knowledge results from direct contact with the object that one is learning about. Boisvert (1998), a follower of Dewey's philosophy, asserts that "thinking," to Dewey, "is a human, not a merely mental activity. Imagination plays an important role in

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projecting possibilities. Hands-on bodily involvement in the form of experimentation is crucial to resolving problematic situations". The passage therefore signals the importance of problem-solving through experience and knowledge-building.

Instructional technology
The approach to the implementation of instructional technology is based on the belief that advanced technologies may potentially expand the scope and depth of the curriculum. The traditional textbook will no longer hold primacy in the classroom, and learners will be able to access more information more efficiently. Instructional technology will therefore facilitate the integration of knowledge as opposed to the mastery of content.
Advanced technology will dramatically change education. Teachers will have to alter their roles, and school/classroom structure will change. Instructional technology modifies the role of teacher from being an authoritative expert to facilitator or coach. Instruction will no longer be limited to the vicinity of the school building or classroom. Regional settings, to global satellite feeds, will greatly facilitate distance learning. Furthermore, the interactive educational computer system can provide synchronous (i.e., real-time) instruction. Web-based courses are currently asynchronous; however, synchronous formats will become available as technology inevitably advances, only then can the potential for distance learning be fully realized. In this manner, Learning Networksshows great promise.

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