Article Title: Research on and Research with Emerging Technologies

1. 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 A&M 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.

2. 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.

3. 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)

4. From Instruction to Construction Traditional design strategies focused on howand what to teach rather than empowering to learn.

5. 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.

6. 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)

7. 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)

8. 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.

9. Point to consider? What learning systems and environments have emerged based on contemporary psychological and pedagogical perspectives?

10. Learning systems and environments - Psychological Constructs - Learning as the active construction of knowledge. Situated Cognition and Generative Learning. Logo Microworlds.

11. 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 one’s environment. (Bruner, 1961, 1985, 1986)

12. 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)

13. 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).

14. 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.

15. 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)

16. 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)