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ITFORUM Paper 1 - 0 views

itech1.coe.uga.edu/...paper1.html

shared by Michael Stevenson on 21 Sep 08 - Cached

In fact, it is difficult, if not impossible, to isolate the effects of the affordances of technologies.
- Michael Stevenson on 21 Sep 08
  
  Sometimes working out exactly what the affordances of technoligies are is the biggest challenge.
  
  <div class="cArrow"> </div><div class="cContentInner">Sometimes working out exactly what the affordances of technoligies are is the biggest challenge.</div>
  
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Rather than using technologies by educational communications specialists to constrain the learners' learning processes through prescribed communications and interactions, the technologies are taken away from the specialists and given to the learner to use as media for representing and expressing what they know.
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- Michael Stevenson on 21 Sep 08
  
  How much instructional learning is too much? Up to a point, we need it to model good use of ICT, but not to the point where the terms of that use are so constrictive as to discourage multilateral thinking around ICT use.
  
  <div class="cArrow"> </div><div class="cContentInner">How much instructional learning is too much? Up to a point, we need it to model good use of ICT, but not to the point where the terms of that use are so constrictive as to discourage multilateral thinking around ICT use. </div>
  
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...6 more annotations...
Cognitive tools actively engage learners in creation of knowledge that reflects their comprehension and conception of the information rather than focusing on the presentation of objective knowledge.
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Constructivist models of instruction strive to create environments where learners actively participate in the environment in ways that are intended to help them construct their own knowledge, rather than having the teacher interpret the world and insure that students understand the world as they have told them.
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Computers support reflective thinking, Norman contends, when they enable users to compose new knowledge by adding new representations, modifying old ones, and comparing the two. Those are the purposes of cognitive tools.
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In other words, when students work WITH computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning. The results of an intellectual partnership with the computer is that the whole of learning becomes greater than the sum of its parts.
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Learners should be responsible for recognizing and judging patterns of information and then organizing it, while the computer system should perform calculations, store, and retrieve information.
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what to do with all of the instructional designers...
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Clark-Kozma: Debate Reemerges - 0 views

www.coe.tamu.edu/...CK-reemerges.htm

shared by Michael Stevenson on 07 Sep 08 - Cached

Assigning too much influence to media can lead to the design/ development of sloppy, ineffective instructional materials that are accepted by technologists and users simply because they utilize CBI, interactive video, or other 'high-status' delivery media. Assigning too little influence to media, on the other hand, may discourage reflective thinking by designers about which media can best convey the instructional strategies needed to achieve instructional objectives (p. 6).
- Michael Stevenson on 07 Sep 08
  
  Ross (1994) provides a really good middle ground position between Clark and Kozma.
  
  <div class="cArrow"> </div><div class="cContentInner">Ross (1994) provides a really good middle ground position between Clark and Kozma.</div>
  
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Michael Stevenson