week 3 - annotated bibliography final

8/22/2019 Week 3 - Annotated Bibliography Final

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Running Head: SELECTED RESEARCH INTO HUMANISM AND EDUCATIONAL TECHNOLOGY 1

Selected Research into Humanism and Educational Technology

in an Effort to Define Humane-Technogogy

Dianne Johnson-Wojnicki

EDTECH 504 (Spring 2013)

Submitted to: K. Diane Hall

March 18, 2013


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Abstract

The intent of this research is to explore the implications of the Humanistic Educational Movement first

from a historical perspective moving to the present day with the utilization of person-centered learning

and technology. Some of the research articles were initiated in the 1970s and 1980s reflecting the

current state of affairs in the educational environment with respect to traditional education with its focus

on accountability and performance, while the modern movement viewed education from a more holistic

point of view. Various perspectives have been included to augment an objective agenda. As the research

material becomes more recent, the focus becomes that of gaining a better perspective on the use of

humanistic, i.e. learner-centered approached to education utilizing educational technology. The research

goes on to include additions the repertoire of educational terminology as necessitated to describe current

day trends in learning and knowledge transfer. Then it moves to recent advances in technology to support

the development of humanistic e-learning. Lastly, the inclusion of empirical data, in an effort to support

the viability of effective and efficient humanistic learning models for the future of educational

technology.


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Willers, J. C. (1975). Humanistic Education: Concepts, Criteria and Criticism. Peabody Journal

of Education, 53(1), 3944. doi:10.2307/1491821

This article dissects the essential components of humanistic education. By clarifying of the perception of

humanistic education not as a principle founded on the reliance an outside or authoritarian figure but

rather instilling confidence in the learner as initiator of learner and the evaluator of the outcome. The

function and objectives of the learner based on humanism are outlined similar to those stated by Carl

Rogers himself as self-determining, self-renewing, and self-actualizing. While the teachers role in this

process is not that of the authoritarian who initiates humanistic learning, or the facilitator who abandons

direction and control to offer freedom, but rather that of a persons who themselves are learners. Through

this mutual respect for knowledge both participants reap the benefits of independence and growth of

humanistic education. The authors further quantify the merits of humanistic education through

neuroscientific research providing evidence that the conscious mind is objective, observable and available

to scientific observation.

Gardner, L. (1977). Humanistic Education and Behavioral Objectives: Opposing Theories of

Educational Science. The School Review, 85(3), 376394. doi:10.2307/1084781

This article outlines the differences and profoundly enough the similarities that exist within the traditional

view, i.e. behavioral objectives-based, education and the alternative view, i.e. humanistic, education.

Since objectives-based education relies heavily on methodology and control it is deemed scientific

while the perceived lack of systematic methodology in the humanistic educational model presupposes it is

unscientific. The author compares two works;Preparing Instructional Objectives (Mager, 1962) and 36

Children (Kohl, 1968), to scrutinize and illustrate that the application of humanistic educational principles

are no less scientific than the assembly-line process of traditional education. The author describes

objective-based methodology of Mager is dependent on three critical components; feedback, performance

criteria, and decomposition. As a result these same components are applied to Kohls approach, revealing


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that this alternative humanistic style is no less scientific or less systematic than the traditiona l methods

yet with farther greater person growth for both the learner and the teacher.

Shilling, L. E. (1976). Implementing Humane Technology: Short-Term Training for Teachers.

The Journal of Educational Research, 69(5), 193198. doi:10.2307/27536873

This article establishes a documented baseline indicating that educators who exhibit a level of humane

education can significantly increase the academic achievements of their students. Aspy in 1969,

documented that students of teachers exhibiting elevated levels of empathy and congruence scored higher

on Stanford Achievement Tests than less empathetic teachers. Aspy and Roebuck later reported that

teachers with greater interpersonal skills students measured superior levels of cognitive functioning in

accordance with Blooms Taxonomy of Cognitive Objective. Based on the significance of these findings

the National Consortium for Humanizing Education (NCHE) conducted a study to investigate the

significance of training teachers in the art of humane education ut ilizing the principles of Flanders

Interaction Analysis. The participants consisted of 22 elementary and 20 secondary teachers from

suburban schools. The results of the training indicate those students whose teachers classroom

interactions are perceived as indirect and motivating where less like to feel isolated and more likely to

participate. While the data gathered as a result of the study supported the initial premise, the conclusion

drawn was that additional training would be required to sincerely affect the overall influence of teacher

behavior in the classroom adequately to transform student outcome.

Patterson, C. H. (1987). What Happened to Humanistic Education?. Michigan Journal of Counseli ng and

Development, Vol. XVII, No. 1, Summer 1987, pp. 8-10. Retrieved from

http://www.sageofasheville.com/pub_downloads/WHAT_HAS_HAPPENED_TO_HUMANISTIC_

EDUCATION.pdf


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In this article the author describes and cites many accounts of the deterioration of the efficacy of schools

as they stifle childrens natural capacity to learn and grow within the educational systems rigid lockstep

impersonal processes. A three-andhalf year study by Silberman is cited as stating that the current state

of affairs in the schools does not help students to develop into mature, self-reliant, self-motivated beings

but rather establishes a state of chronic dependency. Rogers and Aspy are deemed the crusaders of the

Humanistic Movement to first provide psychological conditions for effective learning and secondly to

consider affective education. These desirable objectives have not been achieved in the educational system

by means of the Humanistic Movement due to at least four contributing factors. The first is that

humanistic education was viewed as merely initiating teacher controlled games, exercises and contrived

experiences none of which are consistent with the humanistic goal of relating with others in spontaneous

situations and activities or open and free discussion. The second obstacle is that many perceived the

affective development and human relationships in a classroom to be contrary to cognitive development.

Oddly enough there is plenty of evidence that classrooms encouraging affective development have

students with greater academic progress. Another contributing factor is the misguided or complete lack of

initiative to introduce values into classroom situations. And finally, the misunderstanding of affective

development of children as being atheistic in nature, attempting to undermine ethics, morals and religion

through self-reliance rather than deific-reliance. The author does however have hope for the

transformation of the educational system to embrace the humanistic philosophy of Rogers and Aspy due

to the concerns he educators to foster and personal and affective development of children.

Motschnig-Pitrik, R., & Derntl, M. (20030000). Towards a Pattern Language for Person-

Centered e-Learning. Society for I nformation Technology & Teacher Education

I nternational Conference 2003, 2003(1), 23792382. Retrieved from

http://editlib.org/p/18449


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This article identifies, defines, and details the process of incorporating the necessary and sufficient

conditions of instructor facilitated person-centered learning process into Information and Communication

Technology (ICT) through Person-Centered e-Learning (PCeL) through the categorization of patterns.

These patterns are described as reusable templates for encapsulating successful practices of recurring

tasks. For instructors, incorporating and adopting the promising theories of person-centered education can

seem a daunting task due to lack of experience or anxiety associated with the overhead required to parcel

individual components based on the situated and individualistic style of learning. The authors have

initiated a virtual community interested in the Person-Centered Approach

(http://elaern.pri.univie.ac.at./pca ) where teaching activity can be collected and evaluated. Once a person-

centered teaching activity has repeatedly proven effective a patter forms and can be modeled. The overall

goal of the author is inform the educational community with reference to capabilities being presented

through the virtual community, the overall approach to development of PCeL, and these process driven

platforms.

Motschnig-Pitrik, R. (2005). Person-Centered E-Learning in Action: Can Technology Help to

Manifest Person-Centered Values in Academic Environments? Journal of Humanistic

Psychology, 45(4), 503530.

There are three distinct levels to be considered in the experimental or person-centered learning schema

developed by Carl Rogers; intellect, social skills, and feeling or intuition. While the personal growth,

increased creativity and improved problem-solving skills are important and significant within the

educational process the effort required to incorporate person-centered capabilities in curricula is

restrictive. This article details the enhancement of courses with computer-supported learning grounded

ion Carl Rogers core conditioning in learning situations, to produce person-centered e-learning (PCeL).

These core conditions of are termed realness, acceptance, and understanding. Realness refers to solving of

authentic problems. Acceptance or respect can be illustrated by encouraging participation from learners to
http://elaern.pri.univie.ac.at./pcahttp://elaern.pri.univie.ac.at./pcahttp://elaern.pri.univie.ac.at./pcahttp://elaern.pri.univie.ac.at./pca


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aid in the learning targets and subject matter. Understanding which lends itself to observe the problems

from the learners perspective and context. In the context of these basic provisions the use of the internet,

new media and the modeling of learning scenarios can substantially reduce the time required to facilitate

person-centered e-learning courses.

Slough, S., & Connell, M. (2006). Defining technogogy and its natural corollary, technogogical

content knowledge (TCK). In Crawford, C., Willis, D., Carlsen, R., Gibson, I., McFerrin,

K., Price, J., & Weber, R. (Eds.), Proceedings of Society for Information Technology and

Teacher Education International Conference 2006 (pp. 1053-1059). Chesapeake, VA:

AACE.

In this article the author attempts to define the prospect of amalgamation of Pedagogical Content

Knowledge and Technological Pedagogical Content Knowledge generating contemporary form of

Content Knowledge where technology is not considered an isolated component of learning. The Greek

root of the term pedagogy means to lead children, thus often referred to as the art and science of teaching

children. However, it could be construed that the meaning is more broadly teacher-focused education.

Pedagogy can be further translated then to imply that teachers assume the responsibility of deciding what

will be learned, how it will be learned and when it will be learned. Andragogy on the other hand is most

commonly defined as the art and science of teaching adults. The implications of these two terms suggest

that andragogy means learner-focused education while pedagogy means teacher-centered education.

With the ever increasing use of instructional technology in the educational process the term technogogy

has emerged as learner-focused, technology-infused education for all ages where the learner focusing the

infusion of technology rather than the teacher. Taking into account this new terminology one must begin

to look at the intersection of Content, Pedagogy and Technology from a perspective other than the Venn

diagram. In such a representation the component of Technological Pedagogical Content Knowledge only

exists at the intersection of all three isolated teacher-based interests. The author suggests the total


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intersection of content and technology in a connected system, such that the teacher can facilitate the

learner through lenses of technology and content rather than controlling three discrete components.

Hsu, H.-Y. (20080630). Collaborative Interactivity as Emotional Design for Children in a Web-

based Learning Environment. World Conference on Educational M ultimedia, Hypermedia

and Telecommunications 2008, 2008(1), 12571265. Retrieved from

http://editlib.org/p/28547

This article explores the interrelationships of social, emotional, and cognitive aspects of a learner in a

Web-based learning environment (WBLE). With the increased enthusiasm for these platforms of learning

the aspects of intrinsic motivation generated is often ignored in lieu of the mechanical and functional

dimensions. Increasing amounts of empirical evidence illustrates that positive affect plays a multifaceted

and beneficial role in information processing and can lead to self-regulatory behaviors. The authors study

found that a level of media-rich and pleasant appearing designs in technology based learning

environments promoted the learners positive emotions during the learning task with possibility of

interacting with cognitive processes to enhance performance and intrinsic motivation. The overall

implications of this article seem to indicate that the enjoyable learning experiences utilizing collaborative

interactivity in a WBLE encourage a positive attitude toward learning and intrinsic motivation.


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Hsu, H.-Y. (20080630). Collaborative Interactivity as Emotional Design for Children in a Web-based

Learning Environment. World Conference on Educational Multimedia, Hypermedia and

Telecommunications 2008, 2008(1), 12571265. Retrieved from http://editlib.org/p/28547

Gardner, L. (1977). Humanistic Education and Behavioral Objectives: Opposing Theories of

Educational Science. The School Review, 85(3), 376394. doi:10.2307/1084781

Willers, J. C. (1975). Humanistic Education: Concepts, Criteria and Criticism.Peabody Journal of

Education, 53(1), 3944. doi:10.2307/1491821

Motschnig-Pitrik, R. (2005). Person-Centered E-Learning in Action: Can Technology Help to

Manifest Person-Centered Values in Academic Environments?Journal of Humanistic

Psychology, 45(4), 503530.

Slough, S., & Connell, M. (2006). Defining technogogy and its natural corollary, technogogical

content knowledge (TCK). In Crawford, C., Willis, D., Carlsen, R., Gibson, I., McFerrin, K.,

Price, J., & Weber, R. (Eds.), Proceedings of Society for Information Technology and Teacher

Education International Conference 2006 (pp. 1053-1059). Chesapeake, VA: AACE.

Patterson, C. H. (1987). What Happened to Humanistic Education?.Michigan Journal of Counseling and

Development, Vol. XVII, No. 1, Summer 1987, pp. 8-10. Retrieved from

http://www.sageofasheville.com/pub_downloads/WHAT_HAS_HAPPENED_TO_HUMANISTIC_EDU

CATION.pdf

Shilling, L. E. (1976). Implementing Humane Technology: Short-Term Training for Teachers. The

Journal of Educational Research, 69(5), 193198. doi:10.2307/27536873

Motschnig-Pitrik, R., & Derntl, M. (20030000). Towards a Pattern Language for Person-Centered e-

Learning. Society for Information Technology & Teacher Education International Conference

2003, 2003(1), 23792382. Retrieved from http://editlib.org/p/18449

week 3 - annotated bibliography final

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