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Teachers have several reasons for using television and video in their instruction, according to results of a 2009 national online survey of 1,418 full time pre-K and K-12 teachers on their use of media and technology. The study, "," was conducted by Grunwald Associates for PBS. Teachers believed television and video reinforces and expands on content they are teaching (87%), helps them respond to a variety of learning styles (76%), increases student motivation (74%), changes the pace of classroom instruction (66%), enables them to demonstrate content they can't show any other way (57%), enables them to introduce other learning activities (51%), and helps them teach current events and breaking news (38%). Further, teachers perceived benefits to instruction. They agreed that using television and video stimulates discussion (58%), helps them be more effective (49%) and creative (44%). They agreed that students prefer television and video over other types of instructional resources or content (48%), and it stimulates student creativity (36%). (PBS & Grunwald Associates LLC, 2009, p. 8)
Caution: Readers should also be aware that although determining learning styles might have great appeal, "The bottom line is that there is no consistent evidence that matching instruction to students' learning styles improves concentration, memory, self-confidence, grades, or reduces anxiety," according to Dembo and Howard (2007, p. 106). Rather, Dembo and Howard indicated, "The best practices approach to instruction can help students become more successful learners" (p. 107). Such instruction incorporates "Educational research [that] supports the teaching of learning strategies...; systematically designed instruction that contains scaffolding features...; and tailoring instruction for different levels of prior knowledge" (p. 107). Cognitive scientists Pashler, McDaniel, Rohrer, and Bjork (2009) supported this position and stated, "Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis" (p. 105). They concluded "at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice" (p. 105) and "widespread use of learning-style measures in educational settings is unwise and a wasteful use of limited resources. ... If classification of students' learning styles has practical utility, it remains to be demonstrated" (p. 117). This position is further confirmed by Willingham, Hughes, and Dobolyi (2015) who concluded in their scientific investigation into the status of learning theories: "Learning styles theories have not panned out, and it is our
responsibility to ensure that students know that" (p. 269).
The implementation of computers in our society has helped ..
Information Literacy and Leadership Information literacy in individuals' lives has traditionally valued quality of life and the pursuit of happiness; however, these goals are increasingly difficult to achieve because of the complexities of life in today's information and technology dependent society....
Indeed, Howard Gardner has stated that multiple intelligences are not learning styles. In Gardner's view, a style or learning style "is a hypothesis of how an individual approaches the range of materials." There are two basic problems. First, "the notion of 'learning styles' is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/assessed/exploited." Second, "When researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a 'one size fits all approach.' " Labeling a style (e.g., visual or auditory learner) might actually be unhelpful or inconceived. Putting a label on it does not mean the "style" fits all learning scenarios (Gardner, in Strauss, 2013).
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