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Bridging Learning Theories and Technology-Enhanced Environments

A Critical Appraisal of Its History
Joost Lowyck
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In education, retrospection is often used as a method for better understanding emerging trends as documented in many books and articles. In this chapter, the focus is not on a broad description of the history of educational technology but on the interplay between learning theories and technologies. However, neither learning theories nor tools are monolithic phenomena. They are composed of multiple attributes, and they refer to many aspects and facets which render the history of educational technology highly complex. Moreover, evolution in both theory and technology reflects no clear successive breaks or discrete developments—rather, waves of growth and accumulation. When looking closer at learning and technology, it becomes clear that many interactions occur. These interactions will be documented following continuous development after World War II. We do not follow a strict timeline but cluster the critical appraisal in the following observations: (1) evolutions in society and education have influenced the selection and use of learning theories and technologies; (2) learning theories and technologies are situated in a somewhat vague conceptual field; (3) learning theories and technologies are connected and intertwined by information processing and knowledge acquisition; (4) educational technologies shifted learner support from program or instructor control toward more shared and learner control; and (5) learning theories and findings represent a fuzzy mixture of principles and applications. The history reflects an evolution from individual toward community learning, from content-driven learning toward process-driven approaches, from isolated media toward integrated use, from presentation media toward interactive media, from learning settings dependent on place and time toward ubiquitous learning, and from fixed tools toward handheld devices. These developments increasingly confront learners with complexity and challenge their responsibility to become active participants in a learning society.
Von Joost Lowyck im Buch Handbook of Research on Educational Communications and Technology (2014) im Text Bridging Learning Theories and Technology-Enhanced Environments

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Personen
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Anne K. Bednar, Francisco Benavides, Carl Bereiter, John Seely Brown, Richard E. Clark, Allan Collins, D. J. Cunningham, Sharon Derry, Pierre Dillenbourg, Thomas M. Duffy, P. Duguid, Hanna Dumont, David Istance, David H. Jonassen, Richard N. Katz, Paul A. Kirschner, Gerald Knezek, Timothy D. Koschmann, Robert B. Kozma, Susanne Lajoie, Richard E. Mayer, M. David Merrill, George Miller, S. E. Newmann, Seymour Papert, David N. Perkins, J. David Perry, R. Keith Sawyer, Marlene Scardamalia, George Siemens, Burrhus F. Skinner, John Sweller, Joke Voogt, Lew Semjonowitsch Vygotsky

Begriffe
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CommunityCommunity, Informationsverarbeitunginformation processing, Komplexitätcomplexity, Lernenlearning
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
1960  Teaching Machines and Programmed Learning (A. A. Lumsdaine, Robert Glaser) 4, 3, 1, 9, 2, 4, 7, 3, 6, 3, 6, 146364141449
1962Thought and Language (Lew Semjonowitsch Vygotsky) 38200
1968The technology of teaching (Burrhus F. Skinner) 9000
1982    Mindstorms (Seymour Papert) 10, 4, 6, 12, 11, 14, 16, 6, 24, 6, 17, 3420045344582
1989Knowing, Learning, and Instruction (L. B. Resnick) 5, 1, 3, 5, 2, 2, 3, 1, 5, 2, 4, 1411812141602
1992Cognitive Tools for Learning Personenreihenfolge alphabetisch und evtl. nicht korrekt (David H. Jonassen, M. Kommers, J. T. Mayes) 5, 3, 1, 1, 3, 1, 4, 1, 1, 5, 3, 61986940
1992  Constructivism and the technology of instruction (Thomas M. Duffy, David H. Jonassen) 4, 5, 2, 9, 1, 4, 5, 3, 7, 4, 4, 8903382188
1993Computers as Cognitive Tools (Susanne Lajoie, Sharon Derry) 2, 1, 2, 2, 1, 1, 3, 1, 2, 1, 2, 1016510490
1996Computers in the classroom (David H. Jonassen) 3, 4, 2, 1, 1, 1, 2, 4, 2, 1, 6, 825108780
1996CSCL (Timothy D. Koschmann) 3, 2, 3, 4, 2, 5, 8, 1, 4, 2, 5, 10995010981
1999Collaborative Learning (Pierre Dillenbourg) 5, 3, 1, 4, 2, 5, 7, 3, 3, 2, 5, 126332121854
2001   Multimedia Learning (Richard E. Mayer) 5, 4, 1, 1, 2, 4, 1, 6, 1, 1, 3, 641186661
2005  Modeling with Technology (David H. Jonassen) 4, 3, 1, 4, 1, 1, 5, 4, 2, 7, 4, 1081410343
2006   The Cambridge Handbook of the Learning Sciences (R. Keith Sawyer) 3, 4, 1, 3, 4, 3, 7, 3, 7, 2, 4, 14426214574
2008    The Tower and The Cloud (Richard N. Katz) 2, 1, 2, 1, 2, 2, 1, 1, 1, 2, 1, 2222155
2009International Handbook of Information Technology in Primary and Secondary Education (Joke Voogt, Gerald Knezek) 8, 6, 6, 8, 6, 7, 11, 3, 9, 7, 8, 2013220920379
2010    The Nature of Learning (Hanna Dumont, David Istance, Francisco Benavides) 3, 2, 1, 2, 4, 3, 2, 1, 1, 2, 2, 8748190
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1956    The Magical Number Seven (George Miller) 5, 2, 10, 2, 6, 4, 7, 7, 3, 7, 3, 10473101204
1958   Teaching Machines (Burrhus F. Skinner) 1, 10, 3, 8, 5, 2, 1, 3, 3, 2, 3, 8192081220
1983    Reconsidering research on learning from media (Richard E. Clark) 3, 3, 3, 6, 1, 2, 1, 1, 1, 1, 2, 6198654
1987    Computer Criticism vs. Technocentric Thinking (Seymour Papert) 1, 7, 1, 2, 1, 2, 2, 2, 1, 2, 2, 677694
1989   Cognitive Apprenticeship (Allan Collins, John Seely Brown, S. E. Newmann) 5, 2, 5, 1, 2, 3, 3, 6, 1, 4, 4, 229611222560
1989    Situated Cognition and the Culture of Learning (John Seely Brown, Allan Collins, P. Duguid) 4, 3, 4, 3, 2, 7, 6, 3, 8, 3, 10, 125911121092
1991    Learning with media (Robert B. Kozma) 3, 2, 1, 2, 2, 1, 1, 1, 1, 2, 2, 87158472
1992Constructivism (Thomas M. Duffy, David H. Jonassen) 13300
1992Semantic Networking as Cognitive Tools (David H. Jonassen) 4200
1992Technology meets Constructivism (David N. Perkins) 2, 2, 2, 1, 5, 1, 2, 2, 2, 3, 3, 4634505
1992Theory into Practice: How Do We Link? (Anne K. Bednar, D. J. Cunningham, Thomas M. Duffy, J. David Perry) 2, 2, 1, 2, 3, 2, 4, 4, 3, 1, 1, 4334789
1994    Computer Support for Knowledge-Building Communities (Marlene Scardamalia, Carl Bereiter) 1, 6, 3, 2, 5, 9, 3, 3, 4, 2, 3, 850781262
1996Multimedia and Hypermedia (David H. Jonassen) 3200
1996    Paradigm shifts and instructional technology (Timothy D. Koschmann) 4, 2, 2, 1, 2, 4, 6, 2, 4, 1, 4, 12103212152
2000    The relationship between technology and design in educational technology research and development (Robert B. Kozma) 1600
2002    First principles of instruction (M. David Merrill) 1, 1, 1, 2, 1, 2, 1, 1, 1, 1, 2, 4364368
2005    Connectivism (George Siemens) 3, 1, 1, 2, 7, 2, 3, 2, 1, 1, 2, 414254172
2005Meaningful learning (David H. Jonassen) 4100
2006    Why Minimal Guidance During Instruction Does Not Work (Paul A. Kirschner, John Sweller, Richard E. Clark) 3, 4, 1, 1, 3, 4, 4, 4, 2, 4, 5, 10202010478
2006Introduction: The New Science of Learning (R. Keith Sawyer) 1000
2010Learning with Technology (Richard E. Mayer) 2, 1, 3, 1, 1, 1, 2, 1, 1, 2, 3, 442490

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