Constructing Knowledge with Technology.

Autor/inn/en	Dimock, K. Victoria; Boethel, Martha
Institution	Southwest Educational Development Lab., Austin, TX.
Titel	Constructing Knowledge with Technology.
Quelle	(1999), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Uses in Education; Constructivism (Learning); Educational Change; Educational Environment; Educational Practices; Educational Technology; Educational Theories; Elementary Secondary Education; Instructional Improvement; Literature Reviews; Resistance to Change; Student Attitudes; Teacher Attitudes; Teaching Methods; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Computernutzung; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Unterrichtsmedien; Educational theory; Theory of education; Bildungstheorie; Unterrichtsqualität; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	This literature review lays the groundwork for exploring potential linkages between constructivist learning theory and applications of technology. The first section provides an overview of constructivist learning theory, including the major concepts of constructivism, support for constructivist precepts, and confusions and controversies. Constructivism's implications for K-12 classrooms are identified in the next section, including the following elements of constructivist theory and their application in the classroom: the importance of prior understandings; learning as an adaptive activity; knowledge as constructed; resistance to change; learning as situated; and the role of social interaction. The third section describes the role of technology in constructivist learning environments; three major categories of instructional use for computer-based technologies are summarized--learning from technology, technology as the object of instruction, and learning with technology. The challenges of establishing constructivist learning environments and using technology to support them are addressed in the fourth section, including barriers to technology implementation, teachers' resistance to change, students' resistance to change, the dilemma of "right" answers versus student understandings, and the need for in-depth understandings of pedagogy, subject matter, and skills in using technology. A final section offers conclusions about creating constructivist learning environments supported by technology. (Contains 141 references.) (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC