Technology can play a traditional role, i.e., as delivery vehicles for instructional lessons or in a constructivist way as partners in the learning process.
- From the traditional Point of View, technology serves as source and presenter of knowledge. -David H. Jonassen 1999.
- Technology like computer is seen as productivity tool.
- With the eruption of the Internet in the mid 90's.
- From the constructivist Point of View, educational technology serves as learning tool that learners learn with.
From a constructivist perspective, the following are roles of technology in learning (Jonassen, et al 1999).
- Technology as tools to support knowledge construction:
- for representing learners' ideas, understandings and beliefs
- for producing organized, multimedia knowledge bases by learners.
- Technology as information vehicles for exploring knowledge to support learning-by-constructing:
- for accessing needed information
- for comparing perspective, beliefs and world views.
- Technology as context to support learning-by-doing:
- for representing and stimulating meaningful real- world problems, situations and contexts.
- for representing beliefs, perspective, arguments, and stories of others
- for defining a safe, controllable problem space for student thinking
- Technology as a social medium to support learning by conversing:
- for collaborating with others
- for discussing, arguing, and building consensus among members of a community
- for supporting discourse among knowledge-building communities
- Technology as intellectual partner (Jonassen 1996) to support learning-by-reflecting:
- for helping learners to articulate and represent what they know
- for reflecting on what they have learned and how they came to know it
- for supporting learners 'intellectual negotiations and meaning making
- for constructing personal representations of meaning
- for supporting mindful thinking
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