Vital to life in the 21st century, the personal computer was invented, in 1977, and began the information age, which continues currently. “The information age is about learning on the move (M-Learning – St George, A: 2007), ubiquitous technology, collaboration and access to powerful tools” (Paul 2012). From Kindergarten to Graduate School, teachers are using technology to help students learn. Technology-based activities have changed the classroom. Technology-based learning activities are in almost every classroom. Students are learners that are more active and the teacher becomes a facilitator rather than a formal authority. Teachers are no longer the only source of information in the classroom. It is no doubt that the change of technology leads to a change in learning. More students are becoming autodidactic or Self-directed Learners (SDL). Technology-based activities have not only impacted SDLs, but also impacted learner preference and readiness.
Impact of Technology-based Activities on Self-Directed Learners
“Self-directed learning emphasizes autonomy, personal motivation, personalization, self-discipline and critical reflection, and may help learners become more focused, directed, and successful (Ausburn 2002)” (Chu & Tsai 2009). Technology-based activities empower the Self-directed Learners. Self-directed learners are able to connect to experts online, have personal learning networks, engage in online learning, use videos to learn, create e-portfolios, and learn by themselves. Technology-based Activities allow Self-directed Learners to learn skills. “Using technology to incorporate self-directed learning engages students by allowing them to solve real-life problems through a hands-on approach” (Quinn & Valentine, 2002). Horng-Ji Lai discovered that the Self-Directed Learning Readiness (SDLR) scale was the most significant factor in determining success in online learning (Lai 2011). The Self-Directed Learning Readiness (SDLR) scale measures active...
Bibliography: • Chu, R.C. & Tsai, C.C. (2009). Self-directed learning readiness, Internet self-efficacy and preferences towards constructivist Internet-based learning environments among higher-aged adults. Journal of Computer Assisted Learning. 25 (5). Pp. 489-501. Retrieved from EBSCOHOST on January 2014.
• Kaliski, J.A., Booker, Q.E., & Schumann, P.L. (2012). An Architecture For Dynamic E-Learning Environments Based on Student Activity and Learning Style. Business Education & Accreditation 4 (2). Pp. 113-124.
• Lai, HJ. (2011). “The influence of adult learners ' self-directed learning readiness and network literacy on online learning effectiveness: A study of civil servants in Taiwan”. Journal of Educational Technology & Society, 14(2), 98-n/a. Retrieved January 31, 2014 from: http://search.proquest.com/docview/1287031402?accountid=28844
• Mind Tools Ltd (1998). How Your Learning Style Affects Your Use of Mnemonics. Mind Tools Ltd. Retrieved January 28th, 2014 From: http://www.mindtools.com/mnemlstylo.htm
• Paul, M (February 7, 2012). Embracing the Information age paradigm. M’s Primary Webblog Retrieved on January 24, 2014 from http://primaryblog.wordpress.com/2012/02/07/embracing-the-information-age-paradigm/
• Quinn, D. M. & Valentine, J. W. (2002). NMSA research summary # 19: What impact does the use of technology have on middle level education, specifically student achievement? Becoming, 13(1), 15-18.
Please join StudyMode to read the full document