My sat-nav certainly doesn’t help me to learn about navigation. Whereas I would ponder over maps, comparing the merits and weaknesses of various routes, I now type in postcode and follow the directions almost without interest in the route it’s commanding me to follow.
I used to be able to do mental arithmetic. I suppose I’m not too bad at it now. But I wonder if calculators have hindered our ability to convert litres per kilometre to miles per gallon in our head. I suspect it might be the case.
And using word processors has not helped my ability to spell, although my trpyings improved.
Cutting and pasting may not help me learn much either.
I get the feeling that there are occasions in which technology helps us to learn about technology and may actually distract us from deeper learning. If I ask my students to write a blog, when they could quite happily submit their work as a word processor file, then does that help their learning? They would learn about blogging I suppose.
I remember being taught how to use a phone – that might betray my age. However, I never really considered that I was interacting with the phone – I was interacting with the person on the other end of the line.
If we’re using technology to facilitate learning interactions, we might need to beware of the technology getting in the way. When it’s used appropriately however, it seems to be able to transform learning. I guess that depends on who’s learning (e.g. their ability to use a phone) as well as what they’re learning.
So there’s a lot to learn in how to learn using technology…
Professor John Fothergill