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Trajectories and Tensions in the Theory of Information and Communication Technology in Education
ARTICLE

British Journal of Educational Studies Volume 52, Number 2, ISSN 0007-1005

Abstract

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.

Citation

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. Retrieved January 21, 2020 from .

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