Prior to my birth, Richard E. Clark wrote a (now very outdated) paper on how media does not, will not, and can not, influence learning. Central to his argument is that, it matters not how a student learns something as the vehicle that delivers the learning makes no difference; it is only the knowledge gained that matters. This central premise, although seemingly containing some logic, fails to recognize that humans are not robots. Humans, especially human children, need a vested interest to engage them to learn. Media and technology equates to engagement for our youth, and engagement henceforth translates to learning. Secondly, as modern technology was at its infancy during the inception of Clark’s articles, it does not take into consideration that, in our current educational setting, we are now directly teaching students media and technology. Media and technology are not simply the vehicles that is delivering the knowledge anymore, but are the vehicles as well as the knowledge, students need, to prepare them for a technologically advanced future. 

There are many examples of this in modern, project or problem based classrooms throughout the province. The skills, or knowledge, that students are often learning are based on the technology they are using. In my own shop classroom, the vehicle students are using to gain knowledge on may, for example may be a computerized router. The knowledge gained from using this machine may include but are is limited to:

  • 3d graphic design
  • Coding (specifically G-code)
  • Critical Thinking
  • Advanced computer skills
  • Project planning
  • Measuring and blueprint design
  • Problem solving
  • Troubleshooting
  • CNC router use and operation

Ultimately, as the 1980’s stand and deliver methodology of teaching is turned upside down; the vehicle, and knowledge to be learned, are now inexplicably linked. Furthermore, it is not the teacher that is driving the vehicle anymore, but as students take charge of their own learning through inquiry, the students become the drivers.

It is very easy to see the impact media and technology has on every aspect of education. Look at something as simple as learning to read. It is possible, as Clark would likely point out, to simply use flash cards and simple passages such as ‘see spot run’ to teach children to read. Although Clark is correct, and many people have learned to read in such a fashion, it is not necessarily efficient or enjoyable for either the learner or the teacher. Having learned in a similar fashion, I attempted to teach my own daughter to read in this manner. The results, needless to say, were painful. She had no interest in studying flash-cards and repeatedly attempt to sound out various words. After a few unsuccessful attempts, my wife introduced her to an interactive learning game online (ABCmouse). She transitioned from not wanting to learn to read, to begging us to let her read. This shows that, although we probably would have eventually succeeded using another form of media, (books and flashcards) the appropriate choice of vehicle is almost as important as the knowledge itself. 

Overall, as time progresses, our beliefs evolve as advancements are made in society. Katrin Becker wrote in her article The Clark-Kozma Debate in the 21st Century that “Socrates declared that students should not be taught to write because he believed that writing diminished memory.” Many of the beliefs we once held as truths have faded. It is imperative as educators that in our modern world, we should not feel inclined to continue to use the status quo, but instead always seek to provide the best education possible; even if this means using a new vehicle every time an old vehicle becomes obsolete.