The Foundation of Technology AssistedLearning

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Foundation of Technology-Assisted Instruction
Designing the Instruction
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John Deweys Pespectives

• Curriculum should arise from students interests
• Curriculum content should be integrated rather
  than isolated from each other
• Education occurs through its connection with life
  rather than through participation in curriculum
• Learning should be hands-on and experience-based,
  rather than abstract.
• Deweys philosophy meshes well with
  technology-aided learning in terms of
  construcctivism

3
Vygotskys Social Learning

• Learning is a social process.
• Cognitive development is directly related to and
  based on social development and the culture
  around the learner.
• Vygotsky emphasized individual differences,
  personal creativity, and the influence of the
  culture on learning.
• Adult/expert --- child/novice zone of proximal
  development and scaffolding (Roblyer, 2003)

4
Jerome Bruner learning as Discovery

• Three stages of the cognitive development
• Enactive stage (from birth to about age 3)
• Iconic state (from age 3 to age 8)
• Symbolic stage (from age 8)
• Many use Bruners theory to create the
  constructivist learning, discovery learning and
  problem solving, as suggested by Bruner. It is
  the same with the technology-aided learning of
  constructivism.

5
Seymour Papert Children, Computer, and Powerful
Ideas

• Children as active builder of their own
  intellectual structures (constructivist).
• Discovery learning and powerful ideas
• Logo and the Microworlds Concept
• Logo as a resource for encouraging active
  learning
• Children pose and test out hypothesis themselves.
• Paperts influence on design of technology-based
  learning resources.

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Manipulate the Technology-Assisted Learning

• Cooperative learning collaborative learning
• Discovery learning
• Individualized learning
• Constructivist learning