Metaconceptualizing Knowledge: The Challenge for Teacher Education
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Dickens, C. (2002). Metaconceptualizing Knowledge: The Challenge for Teacher Education. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 40-41). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/10445.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2002
Nashville, Tennessee, USA
2002
ISBN 1-880094-44-4
Dee Anna Willis, Jerry Price & Niki Davis
AACE
More Information on SITE
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Abstract
The challenge today in teacher education is not to teach about technology, or with technology. It is, rather, to facilitate a different conception of what constitutes knowledge. Current concepts are still driven by an image of reality that was created over three hundred years ago. The Cartesian and Newtonian assumptions about a universe that can be known by knowing the nature of its component parts is no longer viable. The model for our present understanding of reality is one of particles, uncertainty, and tendencies. This paper explores the relationship between the digital universe and the physical and the necessary changes in our accepted concepts of the principle concepts that we take for knowledge
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