Removing Obstacles to the Pedagogical Changes Required by Jonassen's Vision of Authentic Technology-Enabled Learning

Autor/inn/en	Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne
Titel	Removing Obstacles to the Pedagogical Changes Required by Jonassen's Vision of Authentic Technology-Enabled Learning
Quelle	In: Computers & Education, 64 (2013), S.175-182 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.10.008
Schlagwörter	Educational Technology; Barriers; Technology Integration; Educational Environment; Technology Uses in Education; Learner Engagement; Relevance (Education); Interdisciplinary Approach; Instruction; Educational Change; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Relevance; Relevanz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching process; Unterrichtsprozess; Bildungsreform
Abstract	Educators have been striving to achieve meaningful technology use in our K-12 classrooms for over 30 years. Yet, despite significant investments of time and money in infrastructure, training, and support "we have few assurances that [educators] are able to use technology for teaching and learning" (NEA, 2008, p. 1). In this article, we call for a shift in focus from "technology integration" (and the tools used to achieve it), to "technology-enabled learning" (and the pedagogy used to support it). Building on the early work of Jonassen (1996) in which he proposed using technology as cognitive tools, we suggest that future technology integration efforts should focus on helping teachers engage students in authentic technology-enabled learning environments. As such, technology integration is no longer an isolated goal to be achieved separately from pedagogical goals, but simply the means by which students engage in relevant and meaningful interdisciplinary work. Implications for supporting teacher pedagogical change, from a system's perspective, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10