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ROLES OF EDUCATIONAL
TECHNOLOGY IN LEARNING
TECHNOLOGY
•
•
•
•
•
•

Makes the world a new place.
As delivery vehicles for instructional lessons.
Serves as a source an...
From the traditional point of view, technology
serves as source and presenter of knowledge. It
is assumed that “knowledge ...
From the constructivist point of view,
educational technology serves as learning tools
that learners learn with. It engage...
From a constructivist perspective, the
following are roles of technology in learning:
(Jonassen, et al 1999)
oTechnology

...
 Technology as tools to
support knowledge
construction:
• For representing learners ideas ,
understanding and beliefs.
• ...
 Technology as information vehicles
for exploring knowledge to support
learning-by-constructing:
• For accessing needed i...
 Technology as context to support
learning-by-doing:
 For representing and simulating
meaningful real-world problems ,
s...
 Technology as a social medium
to support learning by
conversing:
• For collaborating with others.

• For discussing , ar...
 Technology as intellectual partner (
Jonassen 1996 ) to support learning-byreflecting:

 For helping learners to articu...
DAVID JONASSEN
THE END….
THANK YOU SO MUCH.
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The roles of educational technology in learning

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Transcript of "The roles of educational technology in learning"

  1. 1. ROLES OF EDUCATIONAL TECHNOLOGY IN LEARNING
  2. 2. TECHNOLOGY • • • • • • Makes the world a new place. As delivery vehicles for instructional lessons. Serves as a source and presenter of knowledge. Technology like computers is seen as a productivity tool. Educational technology serve as learning tool that learners learned with. The learners learns from the technology and technology serve as a teacher.
  3. 3. From the traditional point of view, technology serves as source and presenter of knowledge. It is assumed that “knowledge is embedded in the technology (e.g. the content presented by films and tv programs or the teaching sequence in programmed instruction) and the technology presents that knowledge to the student (David H. Jonasssen, et al, 1999).
  4. 4. From the constructivist point of view, educational technology serves as learning tools that learners learn with. It engages learners in “active, constructive, intentional, authentic, and cooperative learning. It provides opportunities for technology and learner interaction for meaningful learning. In this case, technology will not be mere delivery vehicle for content. Rather it is used as facilitator of thinking and knowledge construction.
  5. 5. From a constructivist perspective, the following are roles of technology in learning: (Jonassen, et al 1999) oTechnology as tools to support knowledge construction. oTechnology as information vehicles for exploring knowledge to support learning-byconstructing. oTechnology as context to support learningby-doing oTechnology as a social medium to support learning by conversing oTechnology as intellectual partner ( Jonassen 1996 ) to support learning-byreflecting:
  6. 6.  Technology as tools to support knowledge construction: • For representing learners ideas , understanding and beliefs. • For producing organized , multimedia knowledge bases by learners.
  7. 7.  Technology as information vehicles for exploring knowledge to support learning-by-constructing: • For accessing needed information. • For comparing perspectives , beliefs and world views.
  8. 8.  Technology as context to support learning-by-doing:  For representing and simulating meaningful real-world problems , situations and context.  For representing beliefs , perspectives , arguments , and stories of others. • For defining a safe , controllable problem space for student thinking.
  9. 9.  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.
  10. 10.  Technology as intellectual partner ( Jonassen 1996 ) to support learning-byreflecting:  For helping learners to articulate and represent what they knows  For reflecting on what they have learned and how they came to know it  For supporting learners internal negotiations and meaning makings  For constructing personal representations of meaning  For supporting mindful thinking
  11. 11. DAVID JONASSEN
  12. 12. THE END…. THANK YOU SO MUCH.
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