Introduction
An instructor’s ability to deliver in class is not only gauged on his competence but by other factors that work in harmony with competence. These factors include one inherent skill in imparting whatever the information they have, proper knowledge of the topic he or she is tackling, deeper understanding of the topic, and the knowledge the instructor has on the topic of discussion. These features cannot be applied in exclusivity as one feature heavily depends on each other. This essay will look at different teaching styles and highlight their desirable features and their shortcomings. Bonwell and Eison (1991, p.1) argue that the traditional lecture methods where instructors are active and the students are passive are characteristic in very many learning institutions.
They suggest the importance of knowing the nature of active learning, research that authenticates its use, and hitches that antagonizes its usage in basic and tertiary learning institutions. There has been a misconception when it comes to arriving at a conclusive meaning of active learning with a section of people harboring a general belief that it means students only play an active role in listening as their instructors unwind lengthy speeches. Studies however suggest that the input of students surpass mere listening as they have to participate in reading, writing, constructive discussions while coming up with amicable solutions to the problems flouted as the process of teaching continues (Harel, 1990, p.13).
The students must synthesize every piece of information that is communicated by the instructor, synthesize it and carefully evaluate it. Bonwell and Eison suggest that the activities that enhance active learning should be defined as instructional activities. Research has shown that students favor an initiative that enhances active learning. Moreover, researches conducted to demystify students achievements have shown that many an initiative that encourages active learning are likened to lectures in their effort in enhancing mastery of content. Such initiatives dwarf lectures because they promote skill development like the ability to think and write. Further studies suggest that a notable number of individuals possess learning styles served by other techniques other than lecturers.
Bonwell Review
The thoughtful and scholarly perspective of skillful teaching compels instructors to be abreast with a variety of initiatives aimed at encouraging active learning. Instructors have therefore been challenged to undertake self-reflection while trying to temper alternative approaches used by instructors when imparting knowledge to students. Bonwell and Eison say that modification of traditional ways of instructing will ensure active learning in the classroom setup.
Suggestions have been made to the effect of allowing students to counter-check their notes with those of the colleges at certain intervals during the process of lecturing to allow students to learn more during the process of lecturing. Ways that have been advanced as significant in keeping students attentive during the lecturing process are class discussions, writing exercises, and demonstrations done by either the instructors or the students.
Students’ participation can also be enhanced by the initiation of feedback lectures and guided lectures (Baker and Gearhart, 1994, p.15). Class discussions are the best ways of ensuring that students remain active in class when the concept being taught by the instructor requires the students to put it in long-term memory then class discussion comes in handy. Class discussions are known to develop students thinking capacity. The desired goals can only be attained by having a deeper understanding of alternative techniques and effective ways of questioning and discussions. This can only be actualized by the creation of an environment that allows students to take risks.
The environment has to be intellectually and emotionally supportive. The use of visual aids also encourages students’ active participation during the learning process. Students can also be active when they are engaged in writing across different disciplines. Other strategies can come in the form of cooperative learning, acting plays, and engagement in debates, simulations, and role-playing. Peer education can also be used. Disadvantages of active learning as a way of imparting knowledge is lack of enough resource to facilitate and integrate it into a system, lack of equipment; and materials. The method cannot also be effectively used in classes that have a bigger population of learners.
The most serious of these limitations is the fact that the instructors may be faced with a major challenge when students deliberately fail to participate. This will make the instructors look like they are not in control of issues, lack the required skills. They will be thought of as applying unconventional means in imparting knowledge.
Schacter review
Education technology has also had its share in the way instructors deliver instructions to students. Studies on the effects of education technology on the ways students are taught by the instructors are at their infant stages. Schacter’s (1999, p. 3) report focuses on large-scale state and national studies and innovative smaller studies that provide a vision for new uses of technology in learning and instruction. The report analyzes the largest scale of education technology presently. The studies were picked because of their scope and comprehensivity, among other things. Evaluation of some small-scale studies was also done (Harel & Papert, 1991, p.12).
In the analysis of the first studies, Meta-analysis was used to aggregate the results to come up with a single conclusion. A second study was done on individual studies where ventilation was offered on consistent patterns that arose during the process of the study. The third study involved the review of a partnership between Apple and five other schools. The fourth study was involved with the 10-year state-wide technology education in Virginia.
The fifth study illuminated the 4th and 8th-grade students. High-ordered thinking, technology, and newer ways of simulations were used. Review on the sixth and seventh samples involved the use of two smaller-scale studies that showed a possibility of embracing new education technology in teaching students. The report summarized the positive and the negative aspects of technology on student’s performance. The Meta-analysis was used to aggregate findings from research studies on the instruction given using computers. Computer-based instructions take into account the needs of the students, their interest, proclivities, their current knowledge, and their learning skills.
The computer software that was used in technology education offered tutorials, drills and practice, and integrated learning systems. With the technology in education, the students were in a position to learn a lot of things in less period. Students will tend to develop a liking for their classes if the aspect of computer-based instruction is incorporated into their curriculum as a way of imparting their knowledge. The report highlighted certain weaknesses with computer-aided learning which was the failure of the computer to have positive effects in all areas of their usage.
Sivin – Kachala review
The Jay Sivin 1998 review involved 219 research studies. He assessed the effects of technology on learning and its achievement across all aspects of learning and how that impacts learners of different ages. His review managed to register these as the positive findings of the study he conducted. Students who were learning in a technology-rich environment generally had positive effects on their achievement in many disciplines. Such students had a positive attitude towards learning and when computers were used in delivering information, their self-concept also increased. Technologically savvy students expressed increased achievement in both preschools and at the higher education level.
This study could not conclusively gauge the degree of effectiveness of educational technology and how student population, the design of the software, the instructor’s role, and how student access technology impacted it. Baker and Tomorrow assessed the effects of technology on teaching and learning in different schools where Apple Classrooms of Tomorrow were being tested. This initiative was intended to enhance instructional innovation as well as stressing the need for cooperative learning, accessibility of resources. The study involved a comparison of students enrolled in the ACOT program basic skills performance and also their progress and their achievement and the instructors teaching practices (Sivin- Kachala, 1998 p.11).
This study’s positive findings were that the ACOT experience ushered in new learning experiences that required higher levels of reasoning and the ability to come up with solutions to problems. Some people, however, disputed his findings as being inconclusive. ACOT had a positive effect on students’ attitudes as it made instructors change their teaching approaches to cooperative group work and little lecturing. ACOTs negative findings were that standardized tests that involved aspects of vocabulary, reading out a comprehension, mathematical problems, and work-study made students perform dismally compared to those students who never take part in such programs.
Manns report that the study that was done in West Virginia analyzed 950 fifth grade students’ performance from elementary schools. Data was also obtained from 290 teachers. West Virginia integrated learning system technology prioritized teaching on spelling, vocabulary use, reading skills, and mathematics. Several variables were collected and verified. These include the intensity of the basic skills, initial student achievement, and the social background and the population, the kind of training that the teachers go through, and finally how teachers and students perceive basic skills computer education.
The positive findings included increased student participation in basic skills computer education. Teachers who participated in the study thought that technology did help many in West Virginia. Teachers were also so enthusiastic about the project. Students’ use of this device and the teacher training in the technology saw a remarkable student achievement. Basic skills computer education can play a pivotal role in enhancing student’s achievement by reduction of class size from 35 to 20 students, increase of contact hours between students and the instructor, and encouraging tutoring that involves both the young and the old.
The national study of technology’s impact on performance in mathematics involved critically looking at the effects of simulations. Its positive finding was that students who had made use of simulation and higher-order thinking showed improvement in mathematics scores.
Conclusion
Instructional styles refer to the methods that instructors use to give instructions to students. They determine the amount of information that a student acquires in a class. In addition to being competent, an instructor should have the capacity to communicate the information that he or she has. Ha, or she should have great knowledge in the topic that he or she offers instructions. The traditional form of learning where the instructor is active and the students are passive is not very efficient.
Active learning that involves instructors and students should be included in the instructor’s activities. It encourages students to think and develop some skills. Active learning keeps students attentive during lessons because they know they can be asked to demonstrate. The instructor should provide an environment that is intellectually and emotionally supportive of discussions. The use of technology in teaching has also proved to be very effective. Students who have learned in a technology-rich environment are brighter than those who learned in an environment where there was no technology.
Reference List
Baker, E. L., Gearhart, J.L. (1994). Evaluation of the apple classroom of tomorrow. In E. L. Baker and H.F. O’Neil, Jr. (Eds). Technology assessment in education and training, Hillsdale, NJ: Lawrence Erlbaum.
Bonwell, C.C. and Eison, J.A., (1991). Creative learning: Creating excitement in the classroom. Washington: George Washington UP.
Harel, I. (Ed.). (1990). Constructionist learning: A fifth anniversary collection of papers reflecting research reports, projects in progress and essays by epistemology and learning group. Cambridge: MIT Media Laboratory.
Harel, I., & Papert, S. (1991). Software design as a learning environment. In Harel and S. Papert (Eds). Constructionism, 41-48. Norwood, NJ: Ablex.
Schacter, J. (1998). Impacts of educational technology on student achievement. Milken Exchange.
Sivin –Kachala, J. (1998). Report on the effectiveness of technology in schools, Software publisher association.