Re-programming Piaget: A Developmental Look at ICT and 21st Century Learning

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De Craene, M. & Cuthell, J. (2006). Re-programming Piaget: A Developmental Look at ICT and 21st Century Learning. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2191-2195). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22393.

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Mechelle De Craene, University of Florida, USA; John Cuthell, MirandaNet Academy, University of Huddersfield, and Bath Spa University, UK

Abstract

This paper examines ways in which children and other learners acquire the skills and concepts of Information and Communication Technologies (ICT). Progress is detailed in terms of motor skills leading to co-ordination of schemas; familiarization with the Graphical User Interface, its symbols and semiotics; basic operator skills; integration of skills and task needs; and, finally, subordination of the technology to the needs and creativity of the user, so that, in the words of Clynes and Kline (1960) describing cyborgs, routine checks and monitoring are undertaken automatically, leaving the human free to create, think, feel and explore. The writers have matched detailed observation of learners using ICT to developmental frameworks, and have produced a hypothesis-in-progress based on Piaget's Cognitive Developmental Theory. It is provisionally entitled the Techno-Developmental Levels (TDL) Model, a techno-topography of technology skills from a Piagetian developmental perspective.

Keywords

• Communication
• Information Communication Technologies

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