Article Review of “Fueling a Third Paradigm of Education: The Pedagogical Implications of Digital, Social and Mobile Media” by John Pavlik
Rachel Striedel
University of Houston-Victoria
Abstract: This document contains an article review of John Pavlik’s written work titled “Fueling a Third Paradigm of Education: The Pedagogical Implications of Digital, Social, and Mobile Media”. This document contains a summary of the written work, and my thoughts relating to it.
Article Review of “Fueling a Third Paradigm of Education: The Pedagogical Implications of Digital, Social and Mobile Media” by John Pavlik
John Pavlik’s “Fueling a Third Paradigm of Education: The Pedagogical Implications of Digital, Social and Mobile Media” presents compelling research coherently sequenced to make the point that we are now on the cusp of a third paradigm change in education. My first mental note was to quickly rack my brain to figure out what the first two were. Mr. Pavlik very succinctly posted that they were first, Socratic mentoring, and second, large Industrial Revolution mass classes, so he had me from that point on (Pavlik 2015). His argument was fluid and at no point had me on the edge of my seat frothing at the obliqueness of the argument (Pavlik 2015). The fact that I have chosen education, and come from a long line of educators has embroiled me in many of the topical issues of education since I was old enough to understand. Nothing Mr. Pavlik contends do I find fault with, including his logic, his research, and his presentation. In fact I think he did a stellar job (Pavlik 2015).
His contention is that there will be a fundamental change in the who (with both students and educators affected), how (classes are taught, and engaged in by students), and when (any time that would work into the student’s life would be acceptable) of education soon in the future (Pavlik 2015). It will be brought about primarily by the need to be relevant to the lives of the students who will engage in it (Pavlik 2015). It will be possible due to an accelerated creation of many vital tools with which to engage 21st century students in 21st century learning (Pavlik 2015). The role of educators will still be very vital but, rightly so, extremely different from those who educated us (Pavlik 2015). The possibilities of this paradigm change are both daunting and exhilarating for the educators (Pavlik 2015). “It is defined by interconnectedness among students and teachers and features many-to-many communication and multidirectional mentorship (see Figure 1) (Pavlik 2015). The professor is no longer in the role of the grand master of knowledge. Instead, she or he is a mentor and guide, and students engage in a shared process of knowledge exploration and discovery” (Pavlik 2015).
One of the most interesting features of this essay is that the research used to support the thesis is both what would be considered “proper educational sources” and also it interacts with the more true to life commonly held phenomena that we encounter in our students lives (Pavlik 2015). I particularly liked the research into WoW (World of Warcraft) gamers and their use of the technology to teach each other and improve their skills. That is a perfect mesh of the educational world or “ivory tower research” and real world applications. This is, of course, what we are constantly encouraged to include in our lesson structure. Perhaps that was the point at which it snapped into focus for me. It is true and it makes sense to me now. It is not just the same methodology using more glitzy tools, it is fundamentally different. There is hope for my students, who at times seem so lost in the old school classes. It makes me feel like I can once again breathe.
In addition, it can bring the disenfranchised students in. “Networked, digital and mobile technologies also provide a window to better engage a diverse student population. In one of the author’s hybrid courses, a speech-impaired student was for first time able to fully participate as a peer with her classmates through online text-based discussion” (Pavlik 2015). For so long, these students have lobbied for equal treatment and gotten token inclusion (Pavlik 2015). This would allow them to join and immerse in the learning as any other student would (Pavlik 2015).
“In particular, human teachers should focus on three domains that can frame all knowledge: 1) ethics (a moral compass), 2) context (the interpretation of knowledge in historical or other context especially the broader stream of a discipline) and 3) critical questioning of assumptions (the fundamental beliefs that underlie any body of knowledge)” (de Valck, 2013; as cited by Pavlik 2015).
It frees the teacher to do what they do best, guide their student’s inquiry; and to abandon what is the most frustrating part of the job currently, forcing a one-size-fits-all education on all the students. Educators who are in the field properly will applaud Mr. Pavlik’s bold statement.
Resources
Pavlik, J. (2015). Fueling a Third Paradigm of Education: The Pedagogical Implications of Digital, Social and Mobile Media. Contemporary Educational Technology, 6(2), P113-125. Retrieved August 25, 2015, from Education Source.
