PLO 4- Digital Learning Objects

The article titled “Digital Learning Objects” written by Laurel Anne Clyde discussed technology in the education and what digital objects are. Digital objects include simulations, communication tools, assessment activities and learning management tools that move education toward student-centered learning (Clyde, 2004). These digital objects can be used for instructional strategies and/or organization of learning tools and lessons. The learning objects that assist in education are rapidly growing and come with both pros and cons. Pros include the ability to cater lessons to learner, allow teachers to go at a faster pace with reusable formats, and many of these applications are at no cost to the districts (Clyde, 2004). Having the ability to adapt to learners with free products not only keeps the costs down but allows for differentiated instruction. Another positive aspect of digital objects is their ability to support student inquiry and project-based learning. For example, classrooms using digital objects can support scaffolded learning, interchangeability components and increase individualization (Clyde, 2004). The con of digital objects was that they are often created as decorative, such as a clipart concept that do not enhance learning just simply dress it up. To combat that challenge educators must select learning objects that create a learning experience such as "content-bearing objects," interactive systems, sets of problems and feedback systems and combine them in a way that they will be utilized to the instructor and students’ best advantage (Clyde, 2004). Another challenge is that not all applications work with all types computers. Learning objects are available individually or through learning communities and can enhance teaching and learning when chosen with the student and learning objectives in mind.

    This article was insightful to me in my education and also for my future career aspirations. As I work my way toward the end of my degree, I have learned about multiple intelligences and various technology applications. What is useful is that I need to be sure that when I’m choosing technologies for assignments to present or lessons to write, that I’m incorporating ones that will support the assignment rather than just have fluff. I also took from this article that there are a wide variety of learning communities that share applications and ideas for them. As for my future in teaching, I now understand that there is more that goes into teaching with technology and choosing the proper applications. There must be consideration for the students and learning objective when selecting technology for the classroom.

References

Clyde, L. A. (2004). Digital Learning Objects. Teacher Librarian, 31(4), 55-57.