Trajectories and Tensions in the Theory of Information and Communication Technology in Education
British Journal of Educational Studies Volume 52, Number 2, ISSN 0007-1005
For largely historical reasons, information and communication technology in education has been heavily influenced by a form of constructivism based on the transmission and transformation of information. This approach has implications for both learning and teaching in the field. The assumptions underlying the approach are explored and a critique offered. Although the transmission approach is entrenched in procedures and pedagogies, it is increasingly challenged by an action-theoretical form of constructivism. In this ecology of ideas, the value of the two theoretical stances might be judged in terms of their practical utility and the contributions they make to understanding ICT.
Dillon, P. (2004). Trajectories and Tensions in the Theory of Information and Communication Technology in Education. British Journal of Educational Studies, 52(2), 138-150.
Cited ByView References & Citations Map
Duan vd Westhuizen, University of Johannesburg, South Africa
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 779–787
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