This week’s focus is on the learning theories of constructivism, connectivism and the Cyborg learning. Constructivism maintains that learning occurs through referencing one’s previously learned material, reflecting upon it and as a result, forming new knowledge. Connectivism relies on the notion that learning occurs through the exchange of information through networks, further asserting that knowledge is constantly changing. Cyborg learning contends that technological advances are an extension of human thought and expression, emphasizing the importance of discovery as opposed to understanding (McPheeters 2008). While I imagine that constructivism and connectivism are theories that educators employ in the classroom, Cyborg learning not only fascinated me but also scared me. In its asserted connection between human and machine, the Cyborg learning theory radically challenges the idea of the traditional classroom. By arguing that technology is an extension of human thought, the repercussions for the field of education are truly immense.
It demands for a complete shift in thought that calls for a synchronous relationship between man and machine. Educators will have to jettison traditional modalities and embrace the notion that they are no longer the gate keepers of knowledge. Moreover, curriculum will have to be completely overhauled to reflect the new emphasis of student discovery and practicum. With demands such as these, the field of education is sure to change with many critics.
McPheeters, D. (2008, December).Cyborg school nation. Tech and Learning, 29(8).Retrieved from http://www.techlearning.com/features/0039/cyborg-school-nation/45504
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