The document outlines Howland et al.'s Meaningful Learning Framework, which organizes learning by type and states that the nature of the learning task determines students' learning. For meaningful learning to occur, tasks must engage students through active, constructive, intentional, authentic, and cooperative activities. The document also discusses how technology can support meaningful learning by serving as a tool for knowledge construction, information vehicle for exploring knowledge, authentic context for learning by doing, social medium for learning through conversation, and intellectual partner for learning through reflection.

1. Howland, J., Jonassen, D. H., Jonassen, D. H., & Marra, R. M. (2012). Meaningful learning with technology (Vol. 4). Boston: Pearson.

2. Meaningful Learning Framework
 Organized by kinds of learning
 What drives learning is understanding the nature
of the students’ learning
 The nature of the task best determines the
nature of the students’ learning
 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 students pursue should engage active,
constructive, intentional, authentic, and
cooperative activities
Howland, J., Jonassen, D. H., Jonassen, D. H., & Marra, R. M. (2012). Meaningful learning with technology (Vol. 4). Boston: Pearson.

3. Learning from Technology
 Technology as tools to support knowledge
construction
 Technology as information vehicle for exploring
knowledge to support learning by constructing
 Technology as authentic context to support
learning by doing
 Technology as social medium to support learning
by conversing
 Technology as intellectual partner to support
learning by reflecting
Howland, J., Jonassen, D. H., Jonassen, D. H., & Marra, R. M. (2012). Meaningful learning with technology (Vol. 4). Boston: Pearson.