You are here:

Metaconceptualizing Knowledge: The Challenge for Teacher Education
PROCEEDINGS

, Tennessee State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The challenge today in teacher education is not to teach about technology, or with technology. It is, rather, to facilitate a different conception of what constitutes knowledge. Current concepts are still driven by an image of reality that was created over three hundred years ago. The Cartesian and Newtonian assumptions about a universe that can be known by knowing the nature of its component parts is no longer viable. The model for our present understanding of reality is one of particles, uncertainty, and tendencies. This paper explores the relationship between the digital universe and the physical and the necessary changes in our accepted concepts of the principle concepts that we take for knowledge

Citation

Dickens, C. (2002). Metaconceptualizing Knowledge: The Challenge for Teacher Education. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 40-41). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References