1. The Evolution of ICT-Based Learning Environments: Which Perspectives for School of the Future? Reporter: Lee Chun-Yi Advisor: Chen Ming-Puu Bottino, R. M. (2004). The evolution of ICT-based learning environments: Which perspectives for the school of the future? British Journal of Educational Technology, 35(5), 553-567.

2. The Evolution of ICT-Based Learning Environments Introduction Visions of learning and relationships with ICT design and use An example of educational technology supporting mathematics learning Conclusions

3. Introduction There are two objectives for teaching and learning of “computer innovation”:  To develop new capabilities in the students, permitting their integration in a society that has been drastically modified by information technologies.  To use computer-linked methods, contents and tools for transforming and improving teaching and learning processes in the framework of traditional curricula.

4. Introduction Computer use has a limited impact on schooling throughout the world.  Technology has often been introduced as an addition on to an existing, unchanged classroom setting.  ICT should be considered together with the educational strategies, contents and activities the students engage in.

5. Introduction The aim is to give some indications for identifying current perspectives and future trends in the design and use of advanced ICT-based learning systems.  Technology evolution  Changed cognitive and pedagogical frameworks and  Changed role assigned to ICT-based systems in education.

6. Visions of learning and relationships with ICT design and use The transmission model; The learner centered model; The participative model.

7. The Transmission Model Behaviorism: stimulus-answer  Drill and practice Questioning strategy and Gaming techniques for encouraging participation and motivation.  Tutorial systems Content instruction Reinforcing memorization, presenting objectives, specifying prerequisites, eliciting and assessing performance.  For the performance of remedial activities or the instruction on specific topics.

8. The Learner Centered Model Constructivist theories: internal aspects of students, their attitudes and behaviors, the cognitive processes.  Active exploration and personal construction Microworlds: a notion useful to design environments suited for learning within a given knowledge domain.  Provide the user with a number of primitives (objects and functions) that can be combined in order to produce a desired effect (computational, graphical, etc).  Embody an abstract domain described in a model, and offer a variety of ways to achieve a goal.  Allow the direct manipulation of objects through the interface of the microworld.  Cabri Geometre: develop capacities in the formulation of conjectures and proofs in Euclidean geometry.

9. The Participative Model Social constructivist theories: study the relations among individuals, mediating tools, and the social group.  activity theory, situated action models, distributed cognition.  Assessment methods: the use of portfolios, problem-based assignments, peer refereeing and evaluation… Situated multi-environment learning systems  A strict integration of tools for supporting visualization, re- elaboration of knowledge, and communication.  The aim is to offer tools for problem exploration, for representing solution strategies and processes and for communicating such processes as well as tools to support learning evaluation.

10. An Example of Educational Technology Supporting Mathematics Learning Background Supporting knowledge representation, and validation Supporting the elaboration of personal experience and its sharing. Supporting communication, comparison and collaboration Supporting teacher’s planning and management of the learning activity.

11. Background Based on the theories of mediation and their basis in social interaction derived from Vygosky’s work and Activity Theory key ideas, the principles which have inspired the design of such tools are the following:  Mathematics rich activities: use age-appropriate tools and representations so that they can refer to their own experience thus contributing towards concrete abstract concepts.  Construction: construct, manipulate, validate, and share.  Collaboration: between teachers and students and between the individual learner and fellow learners.  Context: through the context of use, educational technology tool should be designed to support all the activities.

12. An Activity System

13. The Design of ARI-LAB-2 System Supporting knowledge representation, and validation (cognitive tool). Supporting the elaboration of personal experience and its sharing (cognitive tool and communicative tool). Supporting communication, comparison and collaboration (communication tool). Supporting teacher’s planning and management of the learning activity (management tool).

14. Technology in the Mathematics Classroom We have formulated five primary ways in which technology is currently being used as a pedagogical tool in mathematics classroom:  As a management tool that helps teachers and students work more efficiently.  As a communication tool —teacher to teacher, student to student, teacher to students, to foster discourse and collaboration among educators, students, parents, and the community.  As an evaluation tool that assists teachers in reflecting on their instruction and providing feedback for student learning.  As a motivational tool to encourage and engage students in learning mathematics.  As a cognitive tool that helps students better understand mathematical algorithms, procedures, concepts, and problem- solving situations.