From a constructivist perspective, educational technology can serve in several roles to support learning. It can act as a tool for learners to construct knowledge by representing their ideas and producing multimedia knowledge bases. Technology can also act as an information vehicle for learners to access information, compare perspectives and support learning through exploration. Additionally, technology can provide contexts for learners to problem solve and represent real-world situations in a safe environment. A further role is using technology as a social medium to facilitate collaboration, discussion and discourse among learners. Finally, technology can serve as an intellectual partner to help learners reflect on what they know and how they came to know it.

1. ROLES OF EDUCATIONAL
TECHNOLOGY IN LEARNING

2. TECHNOLOGY
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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. 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. 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. 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.  Technology as tools to
support knowledge
construction:
• For representing learners ideas ,
understanding and beliefs.
• For producing organized , multimedia knowledge
bases by learners.

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.  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.  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.  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. DAVID JONASSEN

12. THE END….
THANK YOU SO MUCH.