Applying Learning Theories to Computer Technology Supported Instruction (original) (raw)

Theories of learning and computer-mediated instructional technologies

2001

The aim of this paper is to describe the dominant schools of thought in relation to learning theories and how computermediated technologies can be integrated in relation to these theories. A framework is proposed for integrating the learning theories, situating the use of these learning theories in different instructional contexts.

Analysis of the Use of Digital Technologies in Schools That Implement Different Learning Theories

Journal of Educational Computing Research, 2015

The main aim of this article is to find points of intersection at which learning theories and technologies converge. For this purpose, after a brief review of the historical evolution of learning theories and teaching methods, we define some indicators that allow us to identify the main learning theory applied in each school, as well as the technological resources used. After analyzing 21 schools, the results show that (a) different learning theories coexist in the schools that took part in this research project and (b) some Internet-based resources are more commonly used in Constructivism contexts, while instructional software tends to be more common when behavior theory is applied. Finally, this study points out the need to train teachers in both technological and theoretical aspects.

Toward a Unified Computer Learning Theory: Critical Techno Constructivism

2019

This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today's classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own. This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books xii written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author's experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a "one and done" experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies. The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom. We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be xiii live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.

Application of Psychological Principles in Techno-Pedagogy

The technological revolution has prompted a fundamental shift in our understanding of pedagogy and its related practices. ICT-enabled instructional strategy promotes learner-centred approach and optimal learning. This paper discusses relevance and contribution of various psychological principles and approaches to learning to ICT- based learning. Learning theories have significant bearing on the development of instructional design and instructional technology, as there is a logical development from learning to instruction. Instructional design is the articulation or the manifestation of the learning theories, and its main aim is to optimize learning by using the known theories of learning. Application of these principles enable learners learn optimally from using electronic tools and digital resources. The future of education tends to focus on the integration of ICT in pedagogy and learning process. Technology-based instruction utilizes many psychological principles knowingly or unknowingly. The paper at hand covers behaviourist, cognitivist and constructivist theories of learning in the context of techno-pedagogy and different types of instructional technologies and ICT tools most closely associated with these schools of thought.

Information Technology-Based Instructional Strategies

1998

Greater learning can be promoted by delivering information through a variety of media and through the use of interactive applications. In this paper, the effect of information technology on learning is seen as a function of how well interactive technologies support a specific model of learning and how appropriate that model is to the learning situation. Assumptions of learning theories are reviewed and combined with specific technologies. A framework is described that uses the broad categories of objectivism and constructivism, with subsets including collaborative, cognitive information processing, and sociocultural learning, to classify learning models. Four functions (i.e., automate, informate up, informate down, and transform) of the use of information technology for instruction are linked to the pertinent technologies. Using this framework, the paper suggests an educational strategy incorporating various technologies based on these theories and combinations. A model combining the learning theories, the functionality, the type of outcome, and an appropriate technology is proposed. Four figures present a summary of learning models, dimensions of learning theories, a taxonomy of the impact of information technology on learning, and dimensions of learning theories and technology. (MES) EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) CI This document has been reproduced as received from the person or organization originating it. ID Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

Evaluating the correspondence of educational software to learning theories

As new technologies emerge, more and more people depend on them for a variety of purposes. Now more than ever there is a tendency for technological implications to substitute for face-to-face communication and education. In this paper we attempt to investigate whether the usability and pedagogical factors for quality educational platforms meet the expectations of three dominant learning theories of the past century, which , namely are: behaviorism, cognitivism and constructivism. We assign specific factors derived from 9 evaluation models to the 3 learning theories. A list of 15 questions was produced to help evaluators in the assessment of the educational software. Then we evaluated 11 educational websites that aim to help anglophone students improve their language skills e.g. through grammar and spelling exercises. The results show the level of correspondence of these educational websites to the learning theories.

Constructivist Instructional Principles, Learner Psychology and Technological Enablers of Learning

Iceis, 2006

Constructivists generally assume that the central principles and objectives of the constructivist pedagogy are realized by information and communication technology (ICT) enhanced learning. This paper critically examines the grounds for this assumption in the light of available empirical and theoretical research literature. The general methodological thrust comes from Alavi and Leidner (2001), who have called for research on the interconnections of instructional method, psychological processes and technology. Hermeneutic psychology and philosophical argumentation are applied to identify some potential or actual weaknesses in the chain of connections between constructivist pedagogical principles, psychological processes, supporting technologies and the actual application of ICT in a learning environment. One example of a weak link is personalisation technologies whose immaturity hampers the constructivists' attempts at enabling learners to create personal knowledge. Pragmatism enters the picture as a ready source of criticism, bringing out a certain one-sidedness of the constructivist view of man and learning.

Theory in learning technology

2011

Abstract This special issue is being published at a significant point in time in relation tosimultaneous changes in higher education, in technology and in the field of learningtechnology itself. As the 2011 ALT C conference themes clearly state, learningtechnology needs to learn to thrive in a colder and more challenging climate.

Principles of Learning in the Technology-Enhanced Classroom

Advances in Educational Technologies and Instructional Design

This chapter presents a contextual overview of common misconceptions, challenges, and conceptual frames of importance with respect to learning with technology. Having explored these foundational elements, it adapts principles of learning and multimedia informed by empirical research in cognitive science for the technology-enhanced classroom. The chapter concludes with areas for future research expanding on this synthesis of research and a discussion of its implications and applications for educators in these technologically rich learning environments.