Novel constructivist learning environments and novel technologies: some issues to be concerned with1
Section snippets
Two versions of constructivism
Since the construct of constructivism has various meanings to various communities, it is beyond the scope of a single paper to attempt to describe, let alone define it. Apparently, true to the spirit of constructivism, most everybody constructs his or her own particular meaning for it. Nevertheless, there appears to be a core of common understandings of constructivism in the area of learning and instruction (e.g., Philips, 1995, p. 5). Knowledge is believed to be actively constructed, tightly
Technology and mind
Technology in instruction rarely functions as a silent, unfelt and indifferent servant of constructivist pedagogy; it affects learning and thinking on its own right, and might be doing it in more profound ways than we are willing to admit. Technology, as employed for the realization of a constructivist learning environment can affect minds in a number of principled ways. One of these is the opportunity that it affords of actively constructing knowledge in particular symbolic forms (word, graph,
Technology: from realization to provocation
As already mentioned in the introduction, technology's rapid development affords entirely new usages the pedagogical rationale for which is quite unclear. Suddenly, and perhaps for the first time in human history, education has at its disposal novel and very tempting tools and engines without, in many cases, having instructional rationales and psychological underpinnings to justify their employment. For the first time, education has to chase technology down the classroom aisles and the Internet
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This paper is based on the author's Keynote Address presented at the 7th EARLI Conference, Athens, Greece, August 1997.