Technology and Learning

From the Students’ View: Thoughts on Technology and Learning

This article was originally published in the Fall 2000 issue of the CFT’s newsletter, Teaching Forum.

Victor Sung, Senior, A&S, Neuroscience; Benjamin Crist, Freshman, A&S, English; and Dayle Savage, Graduate Student, Peabody, Human Resources Development, reflect on the use of technology in the classroom.

CFT : How do you best learn? And how does technology help you in your learning?

Benjamin : I am a visual-kinesthetic learner. What that phrase (which I learned in middle school) means for me is that I learn the quickest that which I can see before me, and when combined with activities by me or the professor, I achieve the maximum from the class. For example, I have no problem reading a book in order to do well in the class. But as man students know, this is a poor substitute if the class is less than engaging. That is why I then require active participation of the professor and the rest of the class in order to really grasp the material. But I do not sit in the back of a class waiting for this to happen. I do everything I can to start discussions or continue ones which my professor and classmates have already begun. The reason that I am so adamant about the necessity of discussion and active participation is because I know that learning is an exchange-an exchange of ideas, beliefs, and knowledge. But in any exchange you will only receive as much as the other party wishes to give. I think that the only way to truly learn is to facilitate exchange in the classroom as best I can.

Victor : I learn best by seeing things presented in different ways and then going over them again. With this I mean that I don’t think I would learn very well if I had to listen to an audio-tape of someone drone on and one about something Visual stimulations keeps me interested and also helps me remember things better.

Dayle : The focus of my doctoral work is adult education and how adults learn. Therefore, it is interesting to ponder how I learn. As a graduate student in the 40-soething generation, I value my thirst for knowledge. It is abundantly clear to me that I have always been a seeker. I question. I am very curious and my questions today do not embarrass me; they motivate me to continue learning. My greatest teachers have been those who have encouraged me to seek the answers myself with unabashed vigor while providing steady support. I have found the journey to a “higher education” is the ultimate test of independence, determination and authenticity.