Technology and media, though closely related and often interchanged in education and elsewhere, are distinctively different. Technology refers to “the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science” (Oxford English dictionary). More simply put, technology is the effective understanding and use of tools or crafts. Technology in education is evident in computers and other devices that aid in best practice instruction for students. Media, on the other hand, refers to “a means of effecting or conveying something” (Oxford English Dictionary). In other words, media is simply a method of communication. There are six different categories of media as described in our textbook. These categories are text media, audio, visual media, video, manipulative media, and people. The relationship between technology and media is a close one, as technological tools can aid in the transfer of media from one place to another.
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In my opinion, learning is the ability of a learner to take in knowledge, process it, and put it to use in one way or another. Learners acquire knowledge from some source and apply that knowledge. I do not think that learning is a definitive skill but rather an ongoing process that does not occur identically in each individual learner. Learning helps a person to make wise choices, gain knowledge and understanding, and to solve problems. Some people learn best by seeing, some by hearing, and others by doing. In education, the most important thing to remember is that no two learners are exactly alike.
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Our textbook defines four different types of learning domains- the cognitive domain, the affective domain, the motor skill domain, and the interpersonal domain. The first domain, the cognitive domain, refers to intellectual abilities. Within the cognitive domain, learning can occur in one of two broad methods. The first is memorization and direct recall of information where the other method involves application of knowledge and the use of critical thinking and manipulation of facts and ideas.
The second domain of learning is the affective domain. This domain involves attitudes, feelings, and values. Learning in the affective domain usually means using the ideas of oneself or others to gain knowledge. Often times the result of the affective domain is the betterment of society in some way.
The third domain of learning is the motor skill domain. Motor skill refers to learning through movement. There are two different types of motor skill acquisition, gross motor skills and fine motor skills. Gross motor skills involve large muscles and the result is the ability to sit, stand, walk, run, skip, jump, etc. Fine motor skills involve smaller muscles and the ability to control ones body enough to perform more intricate tasks. In early education, learning to hold a pencil, cut with scissors, and color with crayons are all examples of fine motor skill acquisition. Later on, students may learn to type on a keyboard, use a microscope, and us various measuring devices.
The final domain described in the textbook is the interpersonal domain. This domain involves interactions among people. In the interpersonal domain, a person acquires the ability to communicate relate effectively through the ability to respect and share with one another. Interpersonal or “social” skills are a necessary element for positive relationships, both in education and in life in general. Interpersonal communication is vital to the ability of a student to work in cooperative groups, play classroom games, and succeed in physical education.
