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 a productivity tool.
- With the eruption of the
INTERNET in the mid 90s.
- From the constructivist Point
of View, educational technology serves as a learning tool that learners
learn with.
From 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, understanding and beliefs for organized, multimedia knowledge bases by learners.
- 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 perspectives, beliefs and world view
Technology as context to support learning-by-doing:
- For representing and stimulating 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.
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 internal negotiations and meaning making.
- For constructing personal representations of meaning
- For supporting mindful thinking.
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