Introduction

In short, my educational philosophy is, balance. My educational technology philosophy is, balance. With or without the tech—BALANCE! Let me explain.

Learning is a complex and multifaceted process, defined as “the development of new knowledge, skills, or attitudes as an individual interacts with information and the environment” (Smaldino, Lowther, Mims, & Russell, 2019). Balancing different educational theories and integrating technology is essential for effective teaching in today’s educational landscape. Each theory and technological tool has its strengths and limitations, and understanding how to blend them can enhance student learning and engagement.

Understanding Educational Theories

Behaviorism has been a cornerstone of educational theory, focusing on observable behaviors and external stimuli as primary learning drivers. Even in the most student-centered classrooms, we can’t escape behaviorism completely. After all, who doesn’t like a good grade or the occasional gold star? These external motivators play a role in keeping students on track, even if it’s just to get through the more tedious parts of their education.

Constructivism emphasizes learning through experience and discovery. However, not all subjects ignite the same passion in every student. Let’s face it, not everyone wakes up excited to solve quadratic equations or write essays on medieval history. This is where Cognitivism and behaviorist strategies can step in, providing structure and motivation to tackle less interesting but essential subjects. As much as we’d love students to be self-directed learners in all areas, sometimes they need a nudge—or a shove—in the right direction.

Montessori Philosophy offers a refreshing perspective, suggesting that education should develop naturally through experiences in the environment. Maria Montessori famously said, “Education is not something that the teacher does, but that it is a natural process which develops spontaneously in the human being” (Montessori, 1949). However, even Montessori acknowledged that guidance is sometimes necessary, especially when foundational knowledge is at stake. In a Montessori classroom, students may not choose a “work” unless they first know how to perform the task. That required initial guidance.

The Social-Psychological Perspective adds another layer, emphasizing the importance of social interactions and cooperative learning in the classroom. This perspective recognizes that students often learn better in group settings where they can collaborate and support each other’s learning. It also acknowledges the role of social dynamics in influencing individual motivation and engagement (Johnson & Johnson, 1999).

Practical Application of Theories

In practice, Behaviorism can be seen in how we use rewards and consequences to shape student behavior. While discovery and creativity are essential, sometimes a little extrinsic motivation can go a long way. On the other hand, constructivism shines in hands-on projects and exploratory learning, where students can build their understanding through direct interaction with the material. However, it’s important not to let students flounder aimlessly; guiding them toward discovering complex concepts is crucial.

Montessori methods encourage learning through interaction with the environment, which works wonderfully for early childhood education. However, as students grow, combining this with more structured approaches ensures they gain the necessary knowledge and skills. It’s like teaching someone to cook; they need to know the basics before they can start improvising with recipes.

The Importance of Balance

Balance is the key to effective education. We need to combine proven methods with innovative approaches to meet the diverse needs of students. The Social-Psychological Perspective emphasizes cooperative learning, but let’s not forget the benefits of a little friendly competition. The Boy Scouts’ E.D.G.E. Method (Explain, Demonstrate, Guide, Enable) exemplifies this balance. It starts with direct instruction (behaviorism), followed by demonstration (cognitivism), guided practice (constructivism), and finally, independent performance (experiential learning). This method ensures that students understand the material and apply it independently.

Consider the Baden-Powell experiment on Brownsea Island in 1907, where he tested his ideas for the Boy Scout movement. By dividing boys into patrols and using both competitive and cooperative activities, he found a balance that fostered teamwork and individual growth. This example underscores the importance of blending various educational strategies to achieve optimal outcomes (Jeal, 2001).

Integrating Technology in Education

Teaching technology, defined as “the application of scientific knowledge for practical purposes,” has evolved significantly over the years. Technology has always played a role in education, from blackboards and individual student slates to computers and smartphones. The key is to focus on learning objectives and use technology as a tool to achieve these goals. Technology should never overshadow the content; it’s the vehicle, not the destination.

Adopting new technology can be daunting, but it often pays off in the long run. Sure, developing and integrating tech into lesson plans takes time, but once set up, it can make repetitive tasks more efficient. However, if the focus is on keeping up with the newest and greatest tech, lesson plans will need to be updated frequently, eliminating the efficiency advantage of the tech. Remember, the latest gadget is not always the best tool for the job. Sometimes, tried-and-true methods are the most effective, and that’s perfectly okay.

Just as we don’t need the latest bookbinding technology to learn from a book, we don’t always need the newest tech to achieve educational goals. One textbook notes, “Teachers not only need to use technology effectively in their teaching, but they also need to guide students in using those tools to enhance their learning” (Smaldino, Lowther, Mims, & Russell, 2019). However, let’s be realistic—students often lead the way in tech adoption. They’re usually more up-to-date on the latest trends and tools, and sometimes, they end up teaching us!

Addressing Multiple Intelligences

It is important to remember the multiple intelligences of humans when preparing to teach students: Verbal, Logical, Visual, Musical, Bodily, Interpersonal, Intrapersonal, Naturalist, and Existential (Gardner, 1993). Each student has strengths and weaknesses when it comes to these intelligences. Well-planned teaching will incorporate as many intelligences as possible. Student discovery, or experiential learning, allows the student to gravitate to and use their strengths in any of the nine intelligences. However, if completely left on their own, they may not develop skills in the other intelligences. They should be directed or given the opportunity to try all intelligences. One may unexpectedly discover an intelligence that is their hidden strength. Balance!

For instance, if students were left solely to their own interests, an artist might never engage in learning math facts, and a mathematician might never pick up a paintbrush. However, with guidance from a teacher, students can be exposed to all types of intelligences. The artist may find that understanding geometry and perspective greatly enhances their artistic skills, providing a new dimension to their artwork. Conversely, a mathematician might develop better visualization skills and spatial awareness through the practice of art, aiding in the comprehension of complex mathematical problems. This guided exposure helps students uncover hidden talents and understand how various intelligences can complement and enhance each other, demonstrating the vital role of balance in education.

The Nature of Educational Theories and Philosophies

Many educational theories and philosophies are not created like tangible products but are discoveries and observations of natural phenomena that already exist. Yet, it often seems that people who subscribe to a particular theory or philosophy treat it as if it were a product competing in a market, akin to the rivalry between Apple’s iPhone and Samsung’s Android devices. They behave as though aligning with one camp precludes considering the merits or insights of another. This approach is fundamentally flawed because these theories are not products; they are observed natural laws and insights into human behavior.

Each theory represents a different vantage point from which human learning and behavior are observed. While some of these observations may be incorrect or incomplete, many offer valuable insights that contribute to a more comprehensive understanding when viewed collectively. It is through integrating observations from various angles that we achieve a fuller picture of educational realities, distinguishing what is truly effective from what is not.

This necessity for balance and integration is particularly evident when contrasting theories like Social Reconstructionism. Unlike other theories grounded in measurable, observable phenomena, Social Reconstructionism is often critiqued as being more of an activist agenda than a natural observation. It aims to impose specific ideas rather than deriving insights from natural laws. As such, it operates more like a “product” in the educational theory market, designed to compete against others rather than contribute to a holistic understanding of education.

This competitive, product-like approach undermines the collaborative spirit needed for genuine educational advancement. Embracing balance and recognizing the value of diverse perspectives allow us to transcend the limitations of any single theory. By integrating the strengths of various educational philosophies and methodologies, we can develop a more nuanced and effective approach to teaching and learning, one that truly reflects the complexity of human cognition and development.

Holistic Understanding of Cognition and the Role of Technology

It is important to note that relatively modern research has revealed that not all thinking happens in the brain. The heart, gut, and gonads have more neurons than the brain. They think too. In fact, in many cases, they are what is telling the brain what to think. Likewise, the brain is not the only organ that stores memories; the heart, gut, and gonads do too. In fact, every cell in the body stores memories. This holistic understanding of the body’s role in cognition highlights the need for a more comprehensive approach to education.

Because of this, I believe more than just the brain needs to be stimulated and engaged for education to happen. This is why I strongly lean toward Constructivist Theory, Progressivism, Existentialism, Connectivism, Self-Determination Theory, Experiential Learning Theory, and Transformative Learning Theory. These theories emphasize the importance of engaging the whole person—emotionally, socially, and physically—in the learning process. They recognize that learning is not just a cerebral activity but one that involves the entire body and the environment in which one interacts.

Moreover, technology can play a crucial role in stimulating the whole body, not just the mind. For example, virtual reality (VR) and augmented reality (AR) create immersive learning experiences that engage multiple senses, enhancing spatial awareness and memory retention. Wearable tech, such as fitness trackers and biofeedback devices, can help students become more aware of their physical states and how they impact learning. Interactive simulations and gamified learning platforms encourage active participation and physical movement, making education a more dynamic and engaging process.

However, because I value foundational principles, I also agree with Perennialism, Essentialism, Behaviorism, Cognitive Development Theory, and Bloom’s Taxonomy. These theories provide the necessary structure and foundational knowledge that learners need to build upon. What is important is finding a balance between all the philosophies and theories. None of them are 100% correct nor 100% wrong. Many of them grew out of others and could not be realized unless they continue to grow out of the seed that gave them life. This balanced approach ensures that education is both grounded in solid principles and dynamic enough to adapt to new discoveries and methodologies, ultimately fostering a more holistic and effective learning experience. By incorporating technology thoughtfully, we can support this balance and create an enriched learning environment that addresses the full spectrum of human cognition and development.

Historical Context, Critical Thinking, and, You Guessed It, More Balance!

The importance of viewing history through the appropriate lens cannot be overstated. Today, the Founders of the United States often face criticism for their involvement with slavery. From a modern perspective, it seems inconceivable that anyone would not dedicate every effort to eradicating such a practice. However, considering the historical context reveals that many Founders, like Thomas Jefferson, were actively working towards the abolition of slavery. Jefferson attempted to pass laws to end the practice and included strong anti-slavery language in the original draft of the Declaration of Independence (Ellis, 1996).

We must ask ourselves if we are comfortable with the idea that future generations might condemn us for the reprehensible aspects of our society today simply because we existed during a time when those practices were prevalent.

You might wonder, what does this have to do with educational philosophy? It underscores the significance of understanding historical context or lens in learning about and from the past. We should not discredit or discard the contributions of the past simply because they lived in a different era that we might not fully understand. The Founders laid the groundwork for the abolition of slavery in the Declaration and Constitution in 1776 and 1787. Without their efforts, the practice might still exist today. While we may judge them harshly from our 2024 perspective, they were seen as radical abolitionists through the lens of 1750.

By appreciating the historical context, we can better understand the complexities of the past and its impact on the present and future, a critical element in forming a balanced and comprehensive educational philosophy. However, it is also essential not to blindly accept the past without any criticism at all—remember, balance is key.

James Madison articulated this balanced view perfectly when he wrote, “Is it not the glory of the people of America, that whilst they have paid a decent regard to the opinions of former times and other nations, they have not suffered a blind veneration for antiquity, for custom, or for names, to overrule the suggestions of their own good sense, the knowledge of their own situation, and the lessons of their own experience?” (Madison, 1787). This sentiment reminds us to respect and learn from the past without letting it blind us to present and future opportunities.

This balanced perspective is also why I disagree with Social Reconstructionism as promoted by George Counts and Paulo Freire. While their goals of shaping a better society and liberating oppressed populations are commendable, the intense focus on critical consciousness has sometimes led to divisive outcomes. Today, we see groups so critical of each other that they fail to recognize the potential for common ground and mutual understanding, which undermines the positives of Transformative Learning Theory and Sociocultural Theory.

Under Social Reconstructionism, students are often taught to view the world exclusively through the lens of their own experiences and perspectives, which can foster a narrow and sometimes adversarial view of society. This approach can lead to an environment where differing viewpoints are not only challenged but dismissed outright, stifling the very dialogue that is essential for mutual understanding and growth. Instead of fostering a spirit of collaboration and shared purpose, it can create echo chambers where only similar ideas are heard and validated.

By contrast, a more balanced approach encourages students to understand and appreciate multiple perspectives, fostering empathy and critical thinking without promoting divisiveness. Integrating Transformative Learning Theory and Sociocultural Theory with a balanced critique of historical and contemporary issues helps students develop a more nuanced and comprehensive understanding of the world. This balanced method not only equips students with the knowledge and skills to engage with complex societal issues but also promotes a more inclusive and cooperative learning environment.

Conclusion

Balancing educational theories and integrating technology is essential for effective learning. By focusing on learning objectives and leveraging the strengths of various philosophies and tools, educators can create a dynamic and inclusive learning environment that meets the diverse needs of all students. Remember, it’s all about balance—taking the best from each theory, embracing new technology when it fits, and never losing sight of the ultimate goal: student learning and growth.

In my personal learning journey, I have come to deeply appreciate the value of balance. As a high school dropout, I gained much of my education through life experiences. It wasn’t until my later years that I received a more traditional education. This unique path has shaped my belief in a balanced approach—it’s the way I learned, and it worked for me. I’m also a technology junkie. I love the newest and best tech and enjoy incorporating it into education. However, I have seen where technology can sometimes make things more cumbersome and expensive. Hence, balance is crucial.

Looking forward, I am optimistic about the future of education. By combining experiential learning with traditional methods and integrating technology thoughtfully, we can create a rich, engaging, and effective learning environment. Balance, balance, balance! It’s not just a mantra; it’s a philosophy that can lead to innovative and inclusive education for all. Let’s embrace this balanced approach and continue to evolve our educational practices for the betterment of our students and society.

References

Ellis, J. J. (1996). American Sphinx: The Character of Thomas Jefferson. New York: Alfred A. Knopf.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (10th ed.). New York, NY: Basic Books.

Jeal, T. (2001). Baden-Powell: Founder of the Boy Scouts. New Haven, CT: Yale University Press.

Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (5th ed.). Boston: Allyn and Bacon.

Madison, J. (1787). The Federalist Papers: No. 14.

Montessori, M. (1949). The Absorbent Mind. Madras, India: Theosophical Publishing House.

Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2019). Instructional Technology and Media for Learning (12th ed.). Boston, MA: Pearson