Designing the Instruction Foundation of Technology-Assisted Instruction

John Dewey’s Pespectives Curriculum should arise from student’s interests Curriculum content should be integrated rather than isolated from each other Education occurs through its connection with life rather than through participation in curriculum Learning should be hands-on and experience- based, rather than abstract. Dewey’s philosophy meshes well with technology-aided learning in terms of construcctivism

Vygotsky’s Social Learning Learning is a social process. Cognitive development is directly related to and based on social development and the culture around the learner. Vygotsky emphasized individual differences, personal creativity, and the influence of the culture on learning. Adult/expert --- child/novice; zone of proximal development; and scaffolding (Roblyer, 2003)

Jerome Bruner: learning as Discovery Three stages of the cognitive development 1.Enactive stage ( from birth to about age 3) 2.Iconic state (from age 3 to age 8) 3.Symbolic stage (from age 8) Many use Bruner’s theory to create the constructivist learning, discovery learning and problem solving, as suggested by Bruner. It is the same with the technology-aided learning of constructivism.

Seymour Papert: Children, Computer, and Powerful Ideas Children as active builder of their own intellectual structures (constructivist). Discovery learning and powerful ideas Logo and the Microworlds Concept Logo as a resource for encouraging active learning Children pose and test out hypothesis themselves. Papert’s influence on design of technology- based learning resources.

Manipulate the Technology- Assisted Learning Cooperative learning & collaborative learning Discovery learning Individualized learning Constructivist learning