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When Dewey met Schon: Computer-supported Learning through Professional Practices
PROCEEDINGS

, University of Wisconsin-Madison, United States

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The theory of pedagogical praxis begins with the premise that information technologies make it easier for students to become active participants in the life of their community – and that professional practices such as architecture, mediation, and journalism can provide constructive models for helping students learn from such experiences. In this vision, new technology reinvigorates Dewey's (1915) idea of linking school with society. Technology builds a bridge that allows young people to participate in the learning practices of professionals; in the process they develop epistemological frameworks that organize the skills, habits, and understandings they need to thrive in a complex, post-industrial society. While further work needs to be done to explore the processes through which such learning can take place, studies suggest that this may be a productive avenue for continuing study. This paper presents an overview of the theories and methods that inform such work.

Citation

Shaffer, D.W. (2003). When Dewey met Schon: Computer-supported Learning through Professional Practices. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2197-2204). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2022 from .

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