p.1030 "Teaching and learning with technology exist in a dynamic transactional relationship (Bruce, 1997; Dewey & Bentley, 1949; Rosenblatt, 1978) between the three components in our framework; a change in any one of the factors has to be "compensated" by changes in the other two".
"The incorporation of a new technology or new medium for teaching suddenly forces us to confront basic educational issues because this new technology reconstructs the dynamic equilibrium among all three elements".
p.1031 M&K argue that the accepted belief that 'training' teachers to be proficient with technology will enable them to successful incorporate technology into their classrooms is false, and that the "content neutral emphasis on generic software tools assumes that knowing a technology automatically leads to good teaching with technology".
p.1032 The authors argue that "traditional methods to technology training for teachers - mainly workshops and courses - are ill suited to produce the "deep understanding" that can assist teachers in becoming intelligent users of technology (Brand, 1997; Milken Exchange on Education Technology, 1999; U.S. Department of Education, 1999)". They also argue that "the emphasis on competencies and checklists of things that teachers need to know is inherently problematic for a range of reasons:
"The rich, complex, and situated perspective that we and others have been arguing for clearly requires the development of very different strategies for developing teachers".
p,1034 "Our work on learning technology by design also capitalizes on the idea of involving teachers in authentic problem solving with technology".
"Brown and Campione (1996) have argues that successful curricula are not collections of isolated pedagogical elements, but rather should function as coherent systems".
Situated cognition theory (Brown, Collins & Duguid, 1989), "a theoretical perspective that acknowledges that knowing is an activity that is codetermined by individual-environment interactinos (Gibson, 1986; Roschelle & Clancey, 1992; Young, 1993). From this perspective, "knowledge is situated, being in part a product of the activity, content, and culture in which it is developed and used" Brown et al., p.32). Central to situated cognition is the notion that learning is best supported when the content is part of a context that the students can perceive as meaningful, assign value to the subject matter, and develop an understanding of the relation of it with their lives (Lave, 1997)".
p.1035 "In the learning-technology-by-design approach, emphasis is placed on learning by doing, and less so on overt lecturing and traditional teaching...Learning through design embodies a process that is present in the construction of artifacts and tradeoffs, between designer and materials, and between designer and audience. Learning technology by design affords students the opportunity to transcend the passive learner role and to take control of their learning".
"Learners have to actively engage in practices of inquiry, research, and design in collaborative groups - groups that have included higher education faculty members and graduate students with an interest in educational technology - to design tangible, meaningful artifacts as end products of the learning process (Blumenfeld et al., 1991). The actual process of design is the anchor around which the rest of the class (and learning) unfolds. This evolving artifact is also the test of the viability of individual and collective understandings, conceptions, and ideas of the project. And finally, the main role of the instructor in such an environment is that of a facilitator and problem-solving expert rather than an expert in the content. Learning in this context involves becoming a practitioner, not just learning about practice (Brown & Duguid, 1991).
"The incorporation of a new technology or new medium for teaching suddenly forces us to confront basic educational issues because this new technology reconstructs the dynamic equilibrium among all three elements".
p.1031 M&K argue that the accepted belief that 'training' teachers to be proficient with technology will enable them to successful incorporate technology into their classrooms is false, and that the "content neutral emphasis on generic software tools assumes that knowing a technology automatically leads to good teaching with technology".
p.1032 The authors argue that "traditional methods to technology training for teachers - mainly workshops and courses - are ill suited to produce the "deep understanding" that can assist teachers in becoming intelligent users of technology (Brand, 1997; Milken Exchange on Education Technology, 1999; U.S. Department of Education, 1999)". They also argue that "the emphasis on competencies and checklists of things that teachers need to know is inherently problematic for a range of reasons:
- The rapid rate of technology change
- Inappropriate design of software (which is designed primarily for the world of business and work, not education)
- The situated nature of learning
- An emphasis on what, not how
"The rich, complex, and situated perspective that we and others have been arguing for clearly requires the development of very different strategies for developing teachers".
p,1034 "Our work on learning technology by design also capitalizes on the idea of involving teachers in authentic problem solving with technology".
"Brown and Campione (1996) have argues that successful curricula are not collections of isolated pedagogical elements, but rather should function as coherent systems".
Situated cognition theory (Brown, Collins & Duguid, 1989), "a theoretical perspective that acknowledges that knowing is an activity that is codetermined by individual-environment interactinos (Gibson, 1986; Roschelle & Clancey, 1992; Young, 1993). From this perspective, "knowledge is situated, being in part a product of the activity, content, and culture in which it is developed and used" Brown et al., p.32). Central to situated cognition is the notion that learning is best supported when the content is part of a context that the students can perceive as meaningful, assign value to the subject matter, and develop an understanding of the relation of it with their lives (Lave, 1997)".
p.1035 "In the learning-technology-by-design approach, emphasis is placed on learning by doing, and less so on overt lecturing and traditional teaching...Learning through design embodies a process that is present in the construction of artifacts and tradeoffs, between designer and materials, and between designer and audience. Learning technology by design affords students the opportunity to transcend the passive learner role and to take control of their learning".
"Learners have to actively engage in practices of inquiry, research, and design in collaborative groups - groups that have included higher education faculty members and graduate students with an interest in educational technology - to design tangible, meaningful artifacts as end products of the learning process (Blumenfeld et al., 1991). The actual process of design is the anchor around which the rest of the class (and learning) unfolds. This evolving artifact is also the test of the viability of individual and collective understandings, conceptions, and ideas of the project. And finally, the main role of the instructor in such an environment is that of a facilitator and problem-solving expert rather than an expert in the content. Learning in this context involves becoming a practitioner, not just learning about practice (Brown & Duguid, 1991).
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