ISSN:
1573-1804
Keywords:
Technology
;
education
;
primary school
;
curriculum
Source:
Springer Online Journal Archives 1860-2000
Topics:
Art History
,
Education
,
Technology
Notes:
Abstract We begin by setting out a view of learning as framework-building; enabling learners to shift their perspectives. For us, this expresses the essential unity of many human endeavours — in particular, for our purposes, children's learning, teachers' theory-building and the evolution of scientific understanding. We identify two frameworks which, we contend, are currently limiting the vision of teachers in fundamental ways and with serious consequences for their students. One is a transmission perspective on learning (in which New South Wales schooling has traditionally been steeped) and the other, a limiting conception of and anxious approach to technology (significantly impeding its meaningful penetration into schools). To learn how to help teachers break free of these restraints, we provided an opportunity for our teachers to become learners themselves in a technological context based on developmentalist views of learning and teaching. Here they became self-directing, challenged and fulfilled, gaining feelings of control over the technology, and each developed a powerful and personal appreciation of another framework for learning and teaching. In what they did, we can identify approaches which enabled a plurality of epistemologies to flourish. In conclusion, we predict a key role for these kinds of technological contexts in learning.
Type of Medium:
Electronic Resource
URL:
http://dx.doi.org/10.1007/BF00763652
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