Article Title: Research on and Research with Emerging Technologies

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Article Title Research on and Research with
Emerging Technologies

• Authors
• Michael J. Hannafin, Kathleen M. Hannafin
• Lloyd P. Rieber University of Georgia
• Simon R. Hooper University of Minnesota
• Asit S Kini Texas AM University

From Handbook of Research for Educational
Communications and Technology A Project of the
Association for Educational Communications and
Technology Edited by David H. Jonassen Simon
Schuster Macmillan, New York.
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Significant Research Findings

• How technological capabilities are used is what
  is important?
• Design must be rooted in research on teaching
  and learning.
• Design of learning environments is not an easy
  task.

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Point to consider?

• Past instructional technology research has
  contributed to a better understanding of the
  effects of particular technologies on learning.
• It has done little to help us relate such
  findings to critically important contexts such as
  schools and classrooms.
• (Kozma 1991)

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From Instruction to Construction

• Traditional design strategies focused on how
  and what to teach rather than empowering to learn.

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1. Emerging Constructs and Learning Systems

• Traditional approaches to computer based
  learning have been rooted in behavioural learning
  principles.
• Contemporary approaches are more often rooted in
  cognitive learning theories.

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2. Emerging Constructs and Learning Systems

• In Contemporary theory the focus is not on
  product technology of the computer but on the
  idea technologies afforded by computer.
• (Hooper Rieber, 1995)

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3. Emerging Constructs and Learning Systems

• Contemporary research with emerging technology
  centre on the cognitive impact of people working
  in partnership with the technology rather than
  studying the effects of technology on learning.
  (Perkins, 1985)
• Emphasis is on learning with media, as opposed to
  learning from media.
• Clarke (1983) versus Kozma (1991)

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4. Research classified. (Salomon. Perkins
Globerson. 1991)

• Research on the effects of the computer on
  cognition if cognitive residue results as a
  consequence of interaction between individual and
  computer.
• Research with technology focuses on how human
  processing changes in distinct, qualitative ways
  when an individual is engaged in an intellectual
  activity using the computer as a tool.

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Point to consider?

• What learning systems and environments have
  emerged based on contemporary psychological and
  pedagogical perspectives?

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Learning systems and environments -
Psychological Constructs -

• Learning as the active construction of
  knowledge.
• Situated Cognition and Generative Learning.
• Logo Microworlds.

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1a. Learning as active construction of knowledge

• Learning consists of individual constructions of
  knowledge.
• Learning is a personal event that results from
  sustained and meaningful engagement with ones
  environment.
• (Bruner, 1961, 1985, 1986)

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1b. Learning as active construction of knowledge

• Literature is full of innovative strategies of
  nurturing the construction process, but there are
  also many conflicts with the directions
  constructivist education should take.
• (Strommen Lincoln, 1992)

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Theoretical frameworks of Vygotsky and Piaget.

• 1. Situated cognition theory
• The most meaningful and useful kinds of learning
  are those embedded in activities that make
  deliberate use of social and physical contexts.
• Learning must involve activity, concept and
  culture.
• (Brown, Collins Duguid 1989).

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Theoretical frameworks of Vygotsky and Piaget.

• Generative Learning
• This model suggests that meaning results when the
  learner actively and consciously relates prior
  knowledge to new material and creates
  understanding based on these relationships.
  (Wetzel, 1993)
• Generative Activities Paraphrasing,
  summarising, outlining, analytic reasoning and
  mental imagery.

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Microworlds and Learning

• Computer-based microworlds can be seen as sets of
  programs designed to provide virtual, streamlined
  experiences, play-worlds with agents and
  processes one can get to know and understand.
• (Lawler, R 1997)
• Computer-based microworlds provide opportunities
  for students to explore and experience phenomena
  intuitively and formulate hypotheses that may run
  counter to intuition. (diSessa, 1982)

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Microworlds

• Microworlds not only assists the students in
  solving problems but also help learners think
  about experience and manipulate problems in order
  to develop expertise, modify knowledge or change
  personal beliefs
• (Resnick, 1991)