Through the years, many people have attempted to study the act of learning. Asking questions such as, “What does it look like? How does it take place? How does it differ from person to person? Researchers have tried to answer these questions by examining stimulus’ and responses,’ discussion of metacognition and comparing the organization of information in experts and novices. However, despite the vast amount of research, we continue to learn more about “learning” and “understanding” every day. Learning can be defined as the acquisition of new information shaped by beliefs and current knowledge (Bransford, Brown, & Cocking, 2000). In many contexts, “learning” may look like memorization of facts. Today, this idea is being challenged by researchers who are exploring if repetition and automaticity is really "learning." Learning with understanding is a contemporary view that emphasizes the digestion and application of information. In agreeance with Piaget, Bransford suggests that understanding, “leads to one of the primary characteristics of the new science of learning: its focus on the processes of knowing (Bransford, Brown, & Cocking, 2000).” Bransford also suggests that “understanding” influences your internal organization of information. As you understand more about a topic (and move toward expertise), you begin to notice patterns and create a hierarchical structure by which to input relevant information. This allows the individual to access knowledge more easily and apply it to new situations. When becoming an “expert,” we acquire, internalize and understand more information about a specific topic. Experts connect this information across contexts and create more logical groups of information. Bransford mentions this idea of “chunking information” as a useful strategy that experts utilize when introduced to something new. They organize facts based on principles and create “‘conditionalized knowledge’ that’s easily retrievable and relevant to the problem (Bransford, Brown, & Cocking, 2000, p.33). Experts use this organization to become fluent and automatic in their use of knowledge. They are cognizant of their learning and use this metacognition to drive and shape their understanding (Bransford, Brown, & Cocking, 2000). Experts are also able to filter new information through multiple perspectives, ensuring that they arrive at the most logical and effective solution. Novices, on the other hand, primarily learn information by memorizing, recalling and manipulating facts (Bransford, Brown, & Cocking, 2000). When introduced to a scenario, novices are sensitive to surface level features and struggle to apply this knowledge across contexts. Novices also lack structure for a new domain, so they do not organize learned information in an easily retrievable and linear way. This causes a lack in automaticity and applicability of new knowledge to new situations. When thinking about “learning and understanding” through a technology focused lens, it’s important to consider the background knowledge and context by which they have been exposed. We must adjust our teaching based on their prior knowledge and consider the many ways that students learn. For example, in my 4th grade class, many of the students have only had exposure to an Ipad when using applications such as Snapchat or Instagram. In turn, they saw the Ipad as a means for entertainment. As an educator, I used this information as a way to shape my lessons. I understood that my students knew the basic mechanics of an Ipad, but required explicit guidance on how the Ipad can be an effective learning tool. Finally, an educator must remember that individuals learn differently and work best in different environments. For some students, the use of technology is a hindering obstacle that acts as a complication to their learning. By knowing this information, it may help the educator create an individualized path to move their students toward that “expert level” of understanding.
References: Bransford, J. D., Brown, A. L., Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington D.C.: National Academies Press.