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G-one T. Paisones

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  • Q2. What is your theory of learning? From your perspective how do people learn? What are the important processes?
    First of all I need to classify what is learning?
    Learning is a change in the mental state that allows learners to connect knowledge and emotions which come into play in our responses. Those responses in turn impact on the world and the world impacts on them.
    Learning Theories:
    Learning theories are developed in order to understand how people interact and how they learn. Learning encompasses such a wide range of activities so that different theoretical perspectives can be used to interpret different aspects of learning. There are basically three major perspectives of learning. They are behaviourism, cognitivism and constructivism.
    Behaviourism is a transmissive approach to teaching where learners are passive and are aimed to cram material. According to cognitivism learning is the process of integrating new knowledge with schemes. They emphasise greatly on complex mental processes but take a little account of social constructivism in learning process. Constructivists believe on learning based on activity. These activities may be individual or may involve other people.
    I personally agree with social constructivism theory by Vygotsky and Bruner. It is true child is born with innate knowledge and he acts upon the world and the world acts upon him and thus both shaped by and shape the world but impact of society on child’s learning cannot be ignored. For example the key concept of social constructivism is ZPD (Zone of Proximal Development). According to Vygotsky learners can operate beyond their current level of competence if provided support of whether teachers or peers etc. They focus on communication and collaboration. This approach is the major theoretical perspective for learning in online communities.
    What derives learning? How do people learn?
    The understanding of, and effort invested in completing a task or activity fosters learning more than anything else. In a meaningful learning learner is willingly and actively engaged in a meaningful task and this task engages active, constructive, intentional, authentic and cooperative activities. Communities of play and work help develop skills and knowledge. Only activity is not sufficient learners should be able to articulate and reflect on their activity and observations.
    Meaningful learning begins when new experiences provide discrepancy about learner’s observation and understanding. They integrate new experiences with prior knowledge and set goals for what they need to learn in order to make sense out of what they observed.
    The most contemporary research on learning has shown that learning tasks that are situated in real world task or simulated in some case based or problem based environment are not only better understood and remembered but also more consistently transferred to new situations.
    In everyday world humans naturally seek out others to help them solve problems and perform tasks. They exploit each other’s skills and appropriate each other’s knowledge .Conversation and collaborative learning should be encouraged because it is the most natural way of meaning making.
    Technologies engage learners in meaningful learning when they learn with them and not from them. Using technologies in learning is a student centre approach and help students represent what they know rather than memorize .Apart from learning technologies foster learners productive thinking and meaning making skills but it is only possible when technologies are learner initiated and controlled and ,conceptually and intellectually engaging.
    Technologies foster learning .They facilitate thinking, support knowledge and learning construction .They enable students to represent and compare their ideas, understandings and beliefs .They help to explore knowledge and support learning by doing .They help them simulate real-world problems, situations and contexts .They help them discuss, argue and build consensus among members of a community .They support learners internal negotiations and meaning making. They foster higher order thinking skills such as reasoning, making explanations, describing relationships, analyzing, self expression and problem solving.
    “Technologies cannot teach students’ .Rather, learners teach the technologies.” meaningful learning is impossible if technologies are used in a traditional way. It will result only when learners engage in conversation, articulation, collaboration and knowledge construction.
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  1. 1. Jonassen, D., et al. 2008, Meaningful Learning with Technology, 3rd edn, Pearson Education, Upper Saddle River, New Jersey, pp.1-12. What Is Meaningful learning?
  2. 2. 2 Chapter 1 What drives learning, more than anything else, is the understanding of and effort . - invested in completing a task or activity. It is the nature of the task that students . intend to perform that will best determine the nature of the learning that results. Unfortunately, the natUre of the task that so many students most commonly expe- rience in schools is completing standardized tests. Schools in America have become testing factories. Federal legislation has mandated continuous testing of K-12 students in order to make schools and students more accountable for their learning. In order to avoid censure and loss of funding, many K-12 schools have adopted test preparation as their primary curriculum. Perhaps the most unfortu- nate epiphenomenon of this process is the current generation of students who will complete their K-12 education knowing only how to take tests. Because the purpose of those tests and the preparation supporting them is to attain a passing score (relative to other schools), the students are seldom fully invested in the process, so they make no attempt to understand the knowledge being tested. The students do not ask to take the tests. The tests assess skills and knowledge that are detached from their everyday experience, so they have little meaning. The testing process is individual, so students are enjoined from cooperating with others. The tests represent only a single form of knowledge representation, so students are not able to develop conceptual understanding, which requires representing what you know in multiple ways. Simply stated, learning to take tests does not result in meaningfulleammg. In order for students to learn meaningfully, they must be willfully engaged in a meaningful task. In order for meaningful learning to occur, the task that stu- dents pursue should engage active, constructive, intentional, authentic, and coop- erative activities. Rather than testing inert knowledge, schools should help stu- dents to learn how to recognize and solve problems, comprehend new phenomena, construct mental models of those phenomena, and, given a new situ- ation, set goals and regulate their own learning (learn how to learn). Tasks that require. intentional,. active, constructive, cooperative, and authentic learning processes (see Figure 1.1) will result in more meaningful learning. Although tech- nologies can be used to provide additional testing practice, when they are used to engage students ill active, constructive, intentional, authentic, and cooperative learning, the students will make more meaning. These attributes of meaningful learning will be used throughout the remainder of this book as the goals for using technologies as well as the criteria for evaluating the uses of technology. Let's examine these attributes a little more closely. • Active (Manipulative/Observant) Learning is a natural, adaptive human process. Humans have survived and therefore evolved because they were able to learn about and adapt to their environment. Humans of all ages, without the intervention of formal instruction, have developed sophisticated skills and advanced knowledge about the world around them when they need to or want to. When learning about things in natural contexts, humans interact with their environment and manipulate the objects in that environment, observing the effects of their interventions and constructing their own interpretations of the
  3. 3. What Is Meaningful learning? 3 Active Manipulative/Observant Intentional Constructive Gaol directed/Regulatory Articulative/Reflective Authentic Cooperative Complex/Contextualized Collaborative/Conversational Figure 1.1 Characteristics of Meaningful Learning. phenomena and the results of their manipulations. For instance, before playing sandlot baseball, do kids subject themselves to lectures and multiple-choice exam- inations about the theory of games, the aerodynamics of orbs, and vector forces applied'to them? No! They start swinging the bat and 'chasing fly balls, and they negotiate the rules as they play the game. Through formal and informal appren- ticeships in communities of play and work, learners develop skills and knowledge that they then share with other members of those coIIlIriunities with whom they learned and practiced those skills. In all of these situations, learners are actively manipulating the objects and tools of the trade and observing the effects of what they have done. The youngster who consistently hits foul balls will adjust his or her stance and handgrip on the bat in order to manipulate the 'path of flight and observe the effects of each manipulation. Meaningful learning requires learners who are active-actively engaged by a meaningful task in which they manipulate objects and parameters of the environment they are working in and observing the results of their manipulations. • Constructive (ArticulativelReflective) Activity is necessary but not suffi- cient for meaningfulleaming. It is essential that learners articulate what they have accomplished and reflect on their activity and observations-to learn the lessons that their activity has to teach. New experiences often provide a discrepancy between what learners observe and what they understand. That is when meaning- fulleaming begins. They are curious about or puzzled by what they see. That puz- zlement is the catalyst for meaning making. By reflecting on the puzzling experi- ence, learners integrate their new experiences with their prior knowledge about the world, or they establish goals for what they need to learn in order to make sense out of what they observe. Learners begin constructing their own simple mental models that explain what they observe, and with experience, support, and more reflection, their mental models become increasingly complex. Ever more complex models require that learners mentally represent their understanding in different ways using different thought processes. The active and constructive parts of the meaning mak- ing process are symbiotic. They both rely on the other for meaning making to occur.
  4. 4. 4 Chapter 1 • Intentional (Goal-Directed/Regulatory) All human behavior is goal directed (Schank, 1994). That is, everything that we do is intended to fulfill some goal. That goal may be simple, like satiating hunger or getting more comfortable, or it may be more cqmplex, like developing new career skills or studying for a master's degree. When learners are actively and wiUfullytrying to achieve a cog- nitive goal (Scardamalia & Bereiter, 1994), they think and learn more because they are fulfilling an intention. Technologies have traditionally been used to support teachers' goals but not those of learners. Technologies need to engage learners in articulating and represel)ting their understanding, not that of teachers. When learners use technologies 'to represent their actions and construction, they under- stand more and are better able to use the knowledge that they have constructed in new situations. When learners use computers to do skillful planning for doing everyday tasks or constructing and executing a way to research a problem they want to solve, they are intentional and are learning meaningfully. • Authentic (Complex/Contextual) Most lessons learned in schools focus on general principles or theorie~ that may be used to explain phenomena that we experience. However, teachers and professors remove those ideas from their natural contexts in order to be able to cover the curriculum more efficiently. When they do, they strip those principles of the contextual cues that make them meaningful. Physics courses are a prime example. Teachl;rs read a simplified problem and imme- diately represent the problem in a formula. Students may It:;arn to get the correct answer, but what are they learning? Learning isn't IT).eaningful because students learned to understand the ideas only as algorithmic procedures outside of any con- tex.t, so they have no idea how to relate the ideas to real-world contexts. Everything physical that occurs in the world involves physics. Why not learn physics through baseball, driving, walking, or virtually any other physical process on earth? Most con!emporary resear<;h on learning has shown that learning tasks that are situated in some meaningful real-world task or si,mulated in some case-based or problem-based learning environment are. not only better understood and remembered but also more consistently transferred to new situations. Rather than abstracting ideas in rules that are memorized and then applied to other canned problems, iearning should be embedded ill. real-life, useful contexts for learners to practice using those ideas. . . • Cooperative (Collaborative/Conversational) Humans naturally work together in learning and knowledge-building communi~ies,exploiting each others' skills and appropriating each others' knowledge. In the everyday world, humans naturally seek out others to help them to solve problems and perform tasks. Then why do educators insist that learners work independently so much of the time? Schools generally function based on the belief that learning is an independent process, so learners seldom have the opportunity to "do anything that counts" in collaborative teams despite their natural inclinations. When students collaborate . without permission, educators may even accuse them of cheating despite the fact that such cross-fertilization is encouraged in any self-respecting design studio. However, we believe that relying solely on independent methods of instruction
  5. 5. What Is Meaningful Learning? 5 cheats learners out of more natural and productive modes of thinking. Often, edu- cators will promote collaborative methods of learning, only to resort to indepen- dent assessment of learning. Learners, they believe, must be accountable for their own knowledge, so even if you agree, at least in principle, with collaborative learn- ing principles, the hardest part of applying your beliefs will be assessing learners in teams. Most of the technology-based activities described throughout this book are more effectively performed collaboratively in groups, so we must assess the per- formance of the groups as well as individuals. Learners are strategic enough to know "what counts", in classrooms, so if they are evaluated individually, collabora- tive learning activities will fail because students realize that their outcomes are not important. Collaboration most often requires conversation among participants. Learners working in groups must socially negotiate a common understanding of the task and the methods they will use to accomplish it. That is, given a problem or task, people naturally seek out opinions and ideas from others. Technologies can support this conversational process by connecting learners in the same class- room, across town, or around the world (see chapters 6 and 7). When learners become part of knowledge-building communities both in class and outside of school, they learn that there are multiple ways of viewing the world and multiple solutions to most of life's problems. Conversation should be encouraged because it is the most natural way of meaning making. As is depicted in Figure 1.1, these characteristics of meaningful learning are inter- related, interactive; and interdependent. That is"learning and instructional activi- ties should engage and support combinations of active, constructive, intentional, authentic, and cooperative learning.'Why? Be=ause we believe that these charac- teristics are synergetic. That is, learning activities that represent a combination of these characteristics'result in even more meaningful learning than the individual characteristics would in isolation. There are many kinds, of leaming activities that engage meaningfulleaming, just as there are teachers who for years have engaged students in meaningfulleaming. We argue throughout this book that technplogies can iilld,should become the tools of meaningful learning. Technologies afford students the opportunities to engage in meaningfulleaming when they leam with the technology, not from it. How Does Technology Facilitate Learning? Learning From Technology, Some of the first educational technologies were illustrations in 17th-century books and slate chalkboards in 18th-century classrooms. Educational technologies in the 20th century include lantern-slide and opaque projectors, later radio, and then motion pictures, During the 1950s, progranimed instruction emerged as the first true educational technology, that is, the first technology developed specifically to meet
  6. 6. 6 Chapter 1 educational needs. With every other technology, including computers, educators rec- ognized its importance and debated how to apply each nascent commercial technol- ogy for educational purposes. Unfortunately, educators have almost always tried to use technologies to teach students in the same ways that teachers had always taught. 50 information was recorded in the technology (e.g., the content presented by films and television programs), and the technology presented that information to the students. The students' -role was to learn the ,information presented by the technol- ogy, just as they learned information presented by the teacher. The role of the tech- nology was to deliver lessons to students, just as trucks deliver groceries to super- markets (Clark, 1983). If you deliver groceries, people will eat. If you deliver instruction, students will learn. Not necessarily! We will tell you why later. The introduction of modem computer technologies in classrooms has fol- lowed the same pattern of use. Before the advent of microcomputers in the 1980s, mainframe computers were used to deliver drill and practice and simple tutorials for teaching students lessons. When microcomputers began populating class- rooms, the natural inclination.was to use them in the same way. A 1983 national survey of computer uses showed that drill and practice was the most common use of microcomputers (Becker, 1985). Later in the 1980s, educators began to perceive the importance of computers as productivity tools. The growing popularity of word processing, databases, spreadsheets, graphics programs, and desktop publishing was enabling busi- nesses to become more productive. 50 students in classroom began word process- ing and using graphics packages and desktop publishing programs to write with (see chapter 4). This tool conception pervaded computer use according to a 1993 study by Hadley and 5heingold that showed that well-informed teachers were extensively using text processing tools (word'processors), analytic and informa- tion tools (especially databases and somespreadsheet use), and graphics tools (paint programs and desktop publishing) along with instructional software (including problem-solving programs along with drill and practice and tutorials). The development of inexpensive multimedia computers and the eruption of the Internet in the mid-199ps'quickly changed the nature of educational comput- ing. Communications tool's (e.g.; e-mail and computer conferences) and multime- dia, little used according to Hadley' and 5heingold, have dominated the role of technologies in the classroom ever since. But what are the students producing? Too often, they are using the technology to reproduce what the teacher or textbook told them or what they copy from the Internet. Our conception of educational computing and technology use, described next, does not conceive of technologies'as teachers or repositories of information. Rather, we believe that, in order to learn, student~ shopld teach the computer or use the technology to represent what they know rather than memorizing what teachers and textbooks tell them. Technologies provide rich and flexible media for representing what students know and ,what they are learning. A great deal of research on com- puters and other technologies has shown that they are no more effective at teaching students than teachers/but if we begin to think about technologies as learning tools that students learn with, not from, then the nature of student learning will change.
  7. 7. What Is Meaningful Learning? 7 Learning With Technology If schools are to foster meaitingfullearning, then the ways that we use technolo- gies in schools must change from technology-as-teacher to technology-as-partner in the learning process. Before, we argued that students do not learn from technol- ogy but that technologies can support productive thinking and meaning making by students. That will happen when students learn with the technology. But how do students learn with technologies? How can technologies become intellectual partners with students? Throughout this book, we assume the following: • Technology is more than hardware. Technology consists also of the designs and the environments that engage learners. Technology can also consist of any reliable technique or method for engaging learning, such as cognitive learning strategies and critical thinking skills. • Learning technologies can be any environment or definable set of activi- ties that engage learners in active, constructive, intentional, authentic, and cooperative learning. • Technologies are not conveyors or communicators of meaning. Nor should they prescribe and control all of the learner interactions. • Technologies support meaningful learning. when they fulfill a learning need----;-when interactions with technologies are learner initiated and learner controlled and when interactions witD the technologies are con- ceptually and intellectually engaging. . • Technologies should function as intellectual tool kit~ that enable learners to build more meaningful personal interpretations and representations of the world. These tool kits must support the intellectual functions that are required by a course of study. • Learners and technologies should be intellectual partners, where the cog- nitive responsibility for performance is distributed by the part of the part- nership that performs it better. How Technologies Foster Learning If technologies are used to foster meaningful learning, then they will not be used as delivery vehicles. Rather, technologies should be used as engagers and facil- itators of thinking. Based on our conception of meaningful learning (Figure 1.1), we suggest the following roles for technologies in supporting meaningful learning: • Technology as tools to support knowledge constructi(;m: • for representing learners' ideas, understandings, and beliefs • for producing organized, multimedia knowledge bases by learners • Technology as information vehicle for exploring knowledge to support learning by constructing: D for accessing needed information • for comparing perspectives, beliefs, and worldviews
  8. 8. 8 Chapter 1 • Technology as authentic context to support learning by doing: • for representing and simulating meaningful real-world problems, situations, and contexts • for representing beliefs, perspectives, arguments, and stories of others o for defining a safe, controllable problem space for student thinking • Technology as social medium to support learning by conversing: o for collaborating with others, , o for discu~sing, arguing, and, l;milding consensus among members of a community o for supporting discourse among knowledge-building communities • Technology as intellectual partner (Jonassen, 2000) to support learning by reflecting: o for helping learners to articulate and represent what they know ,0 for reflecting on what they have learned and how they came to know it o for supporting learners' internal negotiations and meaning making o for constructing personal representations of meaning o for supporting mindful thinking How Technologies Foster Thinking Why do these uses of technology foster meaningful learning? It is because they require that students 'think and reason. In this book, we argue that students do not learn from teachers or' from technologies. Rather, students learn from thinking- thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and belIeve, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from ,thinking. What kinds of thinking are fostered when learning with technologies? Causal Causal reasoning is one of the most basic and important cognitive processes that underpin all higher-order activities, such as problem solving. Hume called causality the "cement of the universe" (Hume, 1739/2000). Reasoning from a description of a condition or set of conditions or states of an event to the possible effect(s) that may result from those states is called prediction. A baseball pitcher pre- dicts where the b,all will go by the forces that he or she applies when pitching the ball. When an outcome or state exists for which the causal agent is unknown, then an infer- ence is required. That is, reasoning backward from effect to cause requires the process of inference. A primary function of inferences is diagnosis. For example, based on symptoms, historical factors, and test results of patients who are thought to be abnor- mal, a physician attempts to infer the cause(s) of that illness state. Thinkllg causally is also required for m'aking explanations. Explaining how things work requires learner to identify all the causal connections among the things being explained. Causal thinking is really more complex than learners understand. In order to be able to understand and apply causal relationships, learners must be able to quantify attributes of causal relationships (direction, strength, probability, and duration) as well as be able to explain the underlying mechanisms describing the
  9. 9. What Is Meaningful Learning? 9 relationship (Jonassen & Ionas, 2007). Why does a force applied to a ball cause it to move in certain direction? Analogical If you distill cognitive psychology.into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to. another (the source or target). Single analogies are also known as synonyms or metaphors. One word conveys attrib- utes to the other, often using the word "like" or "as" as a connector. Following Hurricane Katrina in 2005, New Orleans was said to be inundated with a "toxic gumbo." Gumbo is a complex New Orleans-style soup that contains a variety of ingredients. The waters that surrounded New Orleans contained a complex vari- ety of toxic substances-thus metaphor as analogy. - People most commonly. think of syllogism as analQgies. A syllogism is a four-part analogy. For example, love is to hate as peace is to --'-. The analogy makes sense only if the structural characteristics of the first analogy can be appliedto the second. In using technologies to represent their' understanding, students consistently are required to engage in the comparison-contrast reasoning required to struc- turally map the attributes of one or more idea to others, that is, to draw an analogy. Expressive Using technologies as tools to learn with entails learners representing what they know, that is, teaching the computer. To do so, learners must express what they know. Using different tools requires learners to express what they know in different ways. Chapter 4 describes how technologies can be used to help learners express themselves in writing. Chapter 5 illustrates how learners can express them- selves using a variety of tools, such as databases, spreadsheets, and expert systems, each tool requiring different forms of expression. Chapters 6 and 7 show how tech- nologies can support verbal expression, while chapter 9 focuses on visual expres- sions. Contrast these varieties of expressions to those required by state-mandated tests, where students' only form of expressions is the selection of answer a, b, c, or d. Experiential.; Experiences result in the most meaningful and resistant memories. We can recall with clarity experiences that we have had many years before. The primary medium for expressing experiences is the story. Stories are the oldest and most natural form of sense making. Stories are the "means [by] which human beings give meaning to their experience of temporality and personal actions" (Polkinghorne, 1988, p. 11). Cultures have maintained their existence through different types of stories, including myths, (airy tales, and histories. Humans appear to have an innate ability and predisposition to organize.and represent their experiences in the form of stories. Learning with technologies engages stories in a couple ways. First, the experiences that students have while using technologies to represent their understanding are meaningful and memorable. Second, students may seek out stories and use technologies to convey them (see chapters 5 and 9).
  10. 10. 10 Chapter 1 Problem Solving Using technologies to express and convey learner knowledge all entail different kinds of problems solving. Learning with technologies requires that students make myriad decisions while constructing their representations. Deciding what information to include and exclude, how to structure the information, and what form it should taRe are all complex decision-making processes. Students also engage in a lot of design· problem solving while constructing their interpreta- tions. They also must solve rule-using problems in how to use software. When learn- ers are solving problems, they are thinking deeply ahd are engaged in meaningful learning. What they learn while doing so will be so much better understood and remembered than continuously preparing to answer multiple-choice test questions. Conclusion An underlying assumption of this book is that the most productive and meaning- ful uses of technology will not occur if technologies are used in traditional ways- as delivery vehicles for instructional lessons. Technology cannot teach students. Rather, learners teach the technologies. Meaningful learning will 'result when tech- nologies engage learners in the following: . • Knowledge construction, not reproduction • Conversation, not reception • Articulation, not repetition • Collaboration, notcornpetition • Reflection, not prescription We argue that technologies can support meaningful learning when students learn with the technology, not from it. When students use technologies to investigate (chapter 2), explore (chapter 3), write (chapter 4), build models (chapter 5), build communities.(chapter 6), communicate with others (chapter 7), design (chapter 8), and visualize (chapter 9), then they are engaged in deeper levels of thinking and reasoning, including causal, analogical, expressive, experiential, and problem solving. Technologies are lousy teachers, but they can be powerful tools to think with. That is the theme that we describe in the remainder of this book. .} .- : ," ~ :" LJ • r' . '.. >•. ~ .,~ :~.' :. ":., ::'.~':. "', '. If you would like' to reflect on the ideas that ~e present~d in this chapter, consider your responses to the following questions. 1. If learners cannot know what the teacher knows because they do not share a common knowledge and experience base, how can we be certain that students learn important things? For instance, if you want to teach
  11. 11. What Is MeaningFul Learning? 11 students about the dangers of certain chemical reactions ill the lab, how do we ensure that learners know and understand those important lessons? 2. What is your theory of learning? From your perspective, how do people learn? What ~re the important processes? 3. Is it possible to learn (construct personal meaning) without engaging in some activity; that is, is it possible to learn simply by thinking about something? What are you thinking about? Can you think of an example? 4. When learners construct knowledge, what are they building? How is it possible to observe the fruits of their labor, that is, the knowledge they construct? 5. Think back to your childhood. What can you remember from your early childhood? Where did your remembrance occur? What meaning did it have at the time? How has that meaning changed over time? 6. Think about a recent controversial topic that you have heard or read about. What are different sides arguing about? What do they believe? What assumptions do they make about what is causing the controversy? Where did those beliefs come from? 7. Radical constructivists argue that reality exists only in the mind of the knower. If that is true, is there a physical world that we live in? Prove it. 8. Some educators argue that we learn much more from our failures than from our successes. Why? They believe that we should put students in sit- uations where their hypotheses or predictions fail. Can you think of a sit- uation in which you learned a lot from a mistake? 9. Recall the last difficult problem that you had to solve. Did you solve it alone, or did you solicit the help of others? What did you learn from solv- ing that problem? Can that learning be used again? 10. Can you learn to cook merely from watching cooking shows on televi- sion? What meaning do you make from the experiences that you observe? Will the experience you have when you prepare a dish be the same as that of the television chef? How will it be different? 11. Technology is the application of scientific knowledge, according to many definitions. Can you think of a teaching technology (replicable, proven teaching process) that does not involve machines? 12. Can you calculate the exact square root of 2,570 without a calculator? Does the calculator make you smarter? Is the calculator intelligent? 13. Describe the difference in thinking processes engaged by a short- answer versus a multiple-choice test question. Are they different? Are they assessing knowledge? Is that knowledge meaningful? Why or why not? 14. Can you think of an activity that makes you dumber, not smarter? Do you not learn anything from that activity? 15. Have you ever produced your own video, movie, slide show, or computer program? How did it make you think? How did it make you feel?
  12. 12. 12 Chapter 1 Referenc~s Becker, H. J.. (1985). How schools use microcomputers: Jonassen, D. H., & Ionas, 1. G. (2007). Designing effec- Summaryofa 1983 national survey. (ERIC Document tive supports for causal reasoning. Educational Reproduction Service No. EO 257448) Technology: Research and Development, 55. Clark, R. (1983). Mere vehicles. Review of Educational Polkinghorne, D. (1988). Narrative knowing and the Research, 53(4), 445-459. human sciences. Albany: State University of New Hadley, M., & Sheingold, K. (1993).Comrnonalities York Press. and distinctive patterns in teacher interaction of Scardamalia, M. & Bereiter, C. (1994). Computer computers. American Journal of Edilcation, 101(3), support for knowledge building communities. 261-315. Journal of the Learning Sciences, 3(3), 265-283. Hume, D. (1739/2000). A treatise of human nature. Schank, R. C. (1994). Goal-based scenarios. In R. C. Oxford, UK: Oxford University Press. Schank & E. Langer (Eds.), Beliefs, reasoning, Jonassen, D. H. (2000). Computers as mindtools in and decision making: Psycho-logic in honor of Bob schools: Engaging critical thinking . .C olumbus, Abelson (pp. 1-33). Hillsdale, NI: Lawrence OH: Merrill/Prentice Hall. Erlbaum.