The real world on a short leash: The (mis) application of constructivism to the design of educational technology Export

@article{citeulike:4069561, abstract = {Abstract\ \ Constructivism, or more precisely, a constructivist metatheory, presently prevails throughout professional education circles. Most educators easily accept constructivism's central premise that learners approach tasks with prior knowledge and expectations based on their knowledge of the world around them. Naturally, then, constructivist educational technologists have been guided by the implicit (and increasingly explicit) desire to create authentic environments for learning: environments that correspond to the real world. In this paper, I argue that technologists have tended to paper over the critical epistemological dimension of constructivism by preauthenticating learning environments: creating environments that are predetermined to reflect the real world even though constructivist theory contrindicates precisely this. I suggest that a rhetorical perspective on constructivism offers a way out of this bind and I propose some guidelines to assist developers of educational technologies in accommodating the essentially dialogic nature of teaching and learning.}, author = {Petraglia, Joseph}, citeulike-article-id = {4069561}, citeulike-linkout-0 = {http://dx.doi.org/10.1007/BF02299761}, citeulike-linkout-1 = {http://www.springerlink.com/content/nv25647425pq5663}, day = {18}, doi = {10.1007/BF02299761}, journal = {Educational Technology Research and Development}, keywords = {educational, technology, theory}, number = {3}, pages = {53--65}, posted-at = {2009-02-19 05:13:13}, priority = {2}, title = {The real world on a short leash: The (mis) application of constructivism to the design of educational technology}, url = {http://dx.doi.org/10.1007/BF02299761}, volume = {46}, year = {1998} }

TY - JOUR ID - citeulike:4069561 L3 - citeulike-article-id:4069561 N2 - Abstract  Constructivism, or more precisely, a constructivist metatheory, presently prevails throughout professional education circles. Most educators easily accept constructivism's central premise that learners approach tasks with prior knowledge and expectations based on their knowledge of the world around them. Naturally, then, constructivist educational technologists have been guided by the implicit (and increasingly explicit) desire to create authentic environments for learning: environments that correspond to the real world. In this paper, I argue that technologists have tended to paper over the critical epistemological dimension of constructivism by preauthenticating learning environments: creating environments that are predetermined to reflect the real world even though constructivist theory contrindicates precisely this. I suggest that a rhetorical perspective on constructivism offers a way out of this bind and I propose some guidelines to assist developers of educational technologies in accommodating the essentially dialogic nature of teaching and learning. IS - 3 JF - Educational Technology Research and Development EP - 65 TI - The real world on a short leash: The (mis) application of constructivism to the design of educational technology VL - 46 SP - 53 KW - educational KW - technology KW - theory AU - Petraglia, Joseph PY - 1998//18/ UR - http://dx.doi.org/10.1007/BF02299761 ER -