Book•
Learning with Technology: A Constructivist Perspective
11 Aug 1998-
TL;DR: This book addresses how to use very specific types of technology and focuses on how technology can be used as a thinking tool to foster meaningful learning.
Abstract: This book addresses how to use very specific types of technology and focuses on how technology can be used as a thinking tool to foster meaningful learning. The book approaches learning from a constructivist view and relates it to using technology to engage meaningful learning.Within each chapter, the book provides different activities and implementation strategies in the "Technique" sections and follow-up questions in the "Things to Think About" sections. Very current uses of technology such as video theater, cybermentoring, creating homepages, and hypermedia are discussed throughout the book.
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TL;DR: If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments.
Abstract: We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' – an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education. If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience.
1,219 citations
TL;DR: In this article, the authors examined the effectiveness of self-regulated learning (SRL) training in facilitating college students' learning with hypermedia and found that the SRL condition facilitated the shift in learners' mental models significantly more than did the control condition.
Abstract: The authors examined the effectiveness of self-regulated learning (SRL) training in facilitating college students' learning with hypermedia. Undergraduate students (N = 131) were randomly assigned to either a training condition or a control condition and used a hypermedia environment to learn about the circulatory system. Students in the SRL group were given a 30-min training session on the use of specific, empirically based SRL variables designed to foster their conceptual understanding; control students received no training. Pretest, posttest, and verbal protocol data were collected from both groups. The SRL condition facilitated the shift in learners' mental models significantly more than did the control condition; verbal protocol data indicated that this was associated with the use of the SRL variables taught during training.
752 citations
TL;DR: In this paper, a study was conducted to assist Egyptian teachers in developing teaching and learning through the application of a particular digital technology, where students were encouraged to work through the process of producing their own digital stories using MS Photo Story, while being introduced to desktop production and editing tools.
Abstract: Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom. The aim of this study was to assist Egyptian teachers in developing teaching and learning through the application of a particular digital technology. Students were encouraged to work through the process of producing their own digital stories using MS Photo Story, while being introduced to desktop production and editing tools. They also presented, published and shared their own stories with other students in the class. Quantitative and qualitative instruments, including digital story evaluation rubric, integration of technology observation instruments and interviews for evaluating the effectiveness of digital storytelling into learning were implemented to examine the extent to which students were engaged in authentic learning tasks using digital storytelling. The findings from the analysis of students-produced stories revealed that overall, students did well in their projects and their stories met many of the pedagogical and technical attributes of digital stories. The findings from classroom observations and interviews revealed that despite problems observed and reported by teachers, they believed that the digital storytelling projects could increase students' understanding of curricular content and they were willing to transform their pedagogy and curriculum to include digital storytelling.
626 citations
Cites background from "Learning with Technology: A Constru..."
...…and learning Meaningful technology integration is defined as curricula utilizing authentic tasks that intentionally and actively help learners to construct their own meanings from thinking about experiences and allows for more interdisciplinary project-based instruction (Jonassen et al. 1999)....
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...Meaningful technology integration is defined as curricula utilizing authentic tasks that intentionally and actively help learners to construct their own meanings from thinking about experiences and allows for more interdisciplinary project-based instruction (Jonassen et al. 1999)....
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...This use, furthermore, can strongly influence student cognitive development and accomplish the long-term goals of technology integration into learning (Jonassen et al. 1999; Gils 2005)....
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TL;DR: This paper explains wiki usage, investigates its contribution to various learning paradigms, examines the current literature on wiki use in education, and suggests additional uses in teaching software engineering.
Abstract: Wikis are one of many Web 2.0 components that can be used to enhance the learning process. A wiki is a web communication and collaboration tool that can be used to engage students in learning with others within a collaborative environment. This paper explains wiki usage, investigates its contribution to various learning paradigms, examines the current literature on wiki use in education, and suggests additional uses in teaching software engineering.
610 citations
Cites background from "Learning with Technology: A Constru..."
...Social software offers a variety of unique and powerful information sharing and collaboration features, acting as cognitive reflection and amplification tools, and aiding the construction of meaning through the act of self-design of knowledge databases ( Jonassen, Peck, & Wilson, 1999 )....
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TL;DR: In this paper, the role of affective states play in learning was investigated from the perspective of a constructivist learning framework, where six different affect states (frustration, boredom, flow, confusion, eureka and neutral) were observed during the process of learning introductory computer literacy with AutoTutor.
Abstract: The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur during the process of learning introductory computer literacy with AutoTutor, an intelligent tutoring system with tutorial dialogue in natural language. Observational analyses revealed significant relationships between learning and the affective states of boredom, flow and confusion. The positive correlation between confusion and learning is consistent with a model that assumes that cognitive disequilibrium is one precursor to deep learning. The findings that learning correlates negatively with boredom and positively with flow are consistent with predictions from Csikszentmihalyi’s analysis of flow experiences.
589 citations
Cites background from "Learning with Technology: A Constru..."
...Deep comprehension occurs when learners confront contradictions, anomalous events, obstacles to goals, salient contrasts, perturbations, surprises, equivalent alternatives and other stimuli or experiences that fail to match expectations (Mandler, 1976, 1999; Schank, 1986; Maturana & Varela, 1992; Jonassen et al., 1999)....
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...A deeper understanding of the materials should be one important consequence (Jonassen et al., 1999)....
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...…when learners confront contradictions, anomalous events, obstacles to goals, salient contrasts, perturbations, surprises, equivalent alternatives and other stimuli or experiences that fail to match expectations (Mandler, 1976, 1999; Schank, 1986; Maturana & Varela, 1992; Jonassen et al., 1999)....
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References
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Book•
15 Jun 1986
TL;DR: Cuban as discussed by the authors traces cycles of acceptance and denial, enthusiasm of reformers, initial optimism of the educational community; the hesitancy, doubts, and frustrations of teachers; and the very slow and limited acceptance of the new technology.
Abstract: Film and radio, television, and computers have each been heralded by reformers as a way to revolutionize classroom instruction by increasing productivity. "The promises implied in these aids caught educators' attention: individualized instruction, relief from tedium of repetitive activities, and presentation of content beyond what was available to a classroom teacher." How have teachers responded to the promise of improvement? To answer this question, Larry Cuban has gathered evidence from many diverse sources, constructing a history of technology and education that reveals hidden or ignored patterns in the teacher-machine courtship. He traces cycles of acceptance and denial; the enthusiasm of reformers; the initial optimism of the educational community; the hesitancy, doubts, and frustrations of teachers; and the very slow and limited acceptance of the new technology. He also asks, Why have so few teachers used machines? His answers, drawing from a range of disciplines, will prod readers into viewing the current passion for classroom computers in a different light. This now classic text provides a much-needed perspective on technology in the classroom.
1,592 citations
02 Aug 2005
TL;DR: Change Forces - The Sequel as discussed by the authors extends and expands the use of chaos theory as a lens through which to view and comprehend change, and the forces which govern it, and helps educators obtain insights for delving deeper into moral purpose, and expanding into fresh dimensions of changing forces in the environment.
Abstract: Fullan's first book on this subject was an instant and best-selling success. Now in Change Forces - The Sequel he extends and expands the use of chaos theory as a lens through which to view and comprehend change, and the forces which govern it. Educators have already widely embraced this approach, and taken on board the idea that change is not so straightforward as we might hope. As Fullan worked on his ideas relating them to school systems, higher education and research, the field of change forces was also developing significantly. This volume covers new aspects of this 'science of complexity' and helps educators obtain insights for delving deeper into moral purpose, and expanding into fresh dimensions of changing forces in the environment.The first volume appealed to a wide market from classroom teachers, through school administrators, to student teachers and academics. This volume will appeal to a similar cross-section.
1,363 citations
TL;DR: In her book Evolution as a Religion (1985), Mary Midgley wrote that the theory of evolution "is not just an inert piece of theoretical science. It is, and cannot help being, also a powerful folk-tale about human origins".
Abstract: Across the broad fields of educational theory and research, constructivism has become something akin to a secular religion. In her book Evolution as a Religion (1985), Mary Midgley wrote that the theory of evolution "is not just an inert piece of theoretical science. It is, and cannot help being, also a powerful folk-tale about human origins. Any such narrative must have symbolic force" (1985, p. 1). She might well have written the same about constructivism, which is, whatever else it may be, a "powerful folktale" about the origins of human knowledge. As in all living religions, constructivism has many sects-each of which harbors some distrust of its rivals. This descent into
1,334 citations
Book•
01 Nov 1995
TL;DR: Technology for meaningful learning, intergrating technology formeaning learning, and how to use it for real-time learning.
Abstract: intergrating technology for meaningful learning , intergrating technology for meaningful learning , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی
387 citations
Journal Article•
TL;DR: When choosing the curricularly-based goals for an online activity, it is advisable to think not only about what students will be learning as they participate, but also about what they will be doing online, and whether that activity matches one of the process goals that you have specified.
Abstract: When choosing the curricularly-based goals for an online activity, it is advisable to think not only about what students will be learning as they participate (the content goals), but also about what they will be doing online, and whether that activity matches one of the process goals that you have specified Most electronic-mail-based projects, for example, require participants to write to an audience of their peers It is advisable to ask yourself whether such authentic writing goals are among those in the curriculum that you would have students address by participating in the online activity that you are planning
39 citations