Position paper on the impact of Media and Instructional

Technology on Student Learning

Clark vs Kozma

MEDT 8463

By: Herbert Dunbar

Introduction

The impact technology can have on education has long been studied and argued among

educators. Most famous of these arguments (debates) is the one between Richard Clark and

Robert Kozma. In short Richard Clark believes that learning is due to the method of instruction

and not the medium. Robert Kozma believes that knowledge and learning are the reciprocal

interaction between the learner’ cognitive resources and aspects of the environment. He believes

that the right use of media would enable a learner to take advantage and construct knowledge. I

believe that there is truth in both positions. Computers were introduced into classrooms and

schools decades ago, hundreds of millions of dollars have been pumped into technology and it

has had relatively little impact on learning. At the same time, there are pocket of success when it

comes to using technology (media) in the classroom.

Over the years we have learned that simply putting computers in a classroom usually

leads to teacher using computers to pretty much do what they were already doing. Clark’s (1994)

position is that “if different media or attributes yield similar learning gains, we must always

chose the less expensive way to achieve a learning goal.” Clark position is based on him

analyzing research from 1960s that was tracked all the way up to the 1980s, but the data did not

indicate how different teachers instructed. Because of this, he felt the information could not be

used as significant evidence to show how media influenced the student’s learning objectives. His

position is that a teacher’s method is more influential and important than the medium used.

Robert Kozma’s position sought to “reframes the questions raised by Clark to explore the

conditions under which media will influence learning” (Kozma, 1994).

 My initial though after reading both works was that both Clark and Kozma were right

depending on the need of the learner media (technology) could be effective or not effective.

Richard Mayer principle known as the “multimedia principle” states that “people learn more

deeply from words and pictures than from words alone” (Mayer, 2005). That being said, simply

adding words and pictures is not effective in achieving learning with media. Research suggests

that people learn abstract, new, and novel concepts more easily when they are presented in both

verbal and visual form (Salomon, 1979). The cognitive theory of multimedia learning has three

main assumptions: there are two separate channels (auditory and visual) for processing

information; there is limited channel capacity; and that learning is an active process of filtering,

selecting, organizing, and integrating information (Mayer, 2005). In simple terms media can be

an effective way to reach the mind of a student if used deliberately and purposefully. So while

just having computers in the class doesn’t automatically make instruction more effective, if

systems and teachers invest the time to properly tailor media with method we will have gains.

I personally believe that the amount of time today’s kids spend using technology (media)

these days is probably having a tremendous impact on how their brain processes information.

They are use to getting information quickly and media like computer, videos and etc. would

probably be preferred and processed easier. Mayer’s cognitive theory of multimedia learning

presents the idea that the brain does not interpret a multimedia presentation of words, pictures,

and auditory information in a mutually exclusive fashion; rather, these elements are selected and

organized dynamically to produce logical mental constructs (Mayer, 2005). According to John

Sweller, (2003) long-term memory is structures that allow us to perceive, think and solve

problems. These structures are known as schemas. Sweller’s Cognitive load theory is concerned

with techniques for reducing working memory load in order to facilitate the changes in long-term
memory associated with schema acquisition. It is my belief that the current and future

generations constant and dependent use of technology (media) probably allows them to reduce

working memory load when they are taught using media along with the proper method.
References
Clark, R. E. (1994). Media will never influence learning. Educational Technology, Research and
Development, 42(2), 21-29.

Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge, U.K.:

Cambridge University Press.

Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational
Technology, Research and Development, 42(2), 7 -19

Salomon, G. (1979). Interaction of media, cognition, and learning. San Francisco: Jossey-Bass.

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory a special issue of educational
psychologist. Mahwah, NJ: Lawrence Erlbaum Associates.