Waraku Education

Ideas, experiments and observations as they occur [and I have time] relating to teaching and learning in a secondary school - special focus on ICT.

Wednesday, January 26, 2005

Is SACSA dead?

Does this set the cat amongst the pigeons and challenge the foundations/usefulness of SACSA and constructivism as the dominant learning theory for educating our students?

It certainly makes the point that the process for acquiring and using information is more important than the knowledge itself. The rate at which information is generated in our world is increasing exponentially. The time frame within which a specific piece of information is useful is decreasing.

Constructivist theory talks primarily about how we make sense of knowledge and internalise it for ourselves. It is talking about long term acquisition of knoweldge. Connectivism is more to do with access and use of information and less to do with retention. Get it, make sense of it, use it and move on - why retain it for any longer that you need it?



  • At 10:28 pm, Blogger Jackie said…

    I don't think SACSA is dead - not yet anyway .... I think
    that the author of the journal article needs to define what
    he understands by "learning". Whilst I don't disagree with
    some of the points he makes - e.g some of those related to
    what he describes as "significant trends in learning", I
    don't think that he supports some of his assertions with
    valid arguments. For example he refers to "learning that
    occurs outside of people (i.e. learning that is stored and
    manipulated by technology)". I'm not convinced that this is
    possible. From what I understand of learning, in
    relationship to the above claim, is that it is an active
    process of constructing meaning; that it happens in the
    mind; that it involves a change of behaviour; that it is
    linked with language; that it is a social activity and
    happens with others; etc. If we accept this view of
    learning, then I find it difficult to see how learning can
    occur outside of people.

  • At 10:38 pm, Blogger Bill Kerr said…

    Hi Jackie, Wara,

    One thought I've had about SACSA is that its whole design contradicts constructivism because SACSA is a thing from "outside" (the Department) being imposed on teachers. So I find it ironic really that now a new theory has come along which says that these things from "outside" do in fact constitute real learning.

    Nevertheless, I keep on thinking about this paper because with the growth of the Web with all the connections, that does put more emphasis on the ability to quickly know how to find the bit of knowledge that we want. People who are plugged and are Web savvy know more than those who aren't, other things being equal. So, I reckon being connected does count for something and I think it might be a big something.

    Also there might be a difference between the top down down SACSA model and the Web model, which is lateral, not hierarchical.

    Still thinking about that paper - thanks for the link Wara.


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