Technological Learning and Thinking: A Pedagogical Analysis
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Hansen, R. (2011). Technological Learning and Thinking: A Pedagogical Analysis. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 4509-4516). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/36860.
Society for Information Technology & Teacher Education International Conference (SITE) 2011
Nashville, Tennessee, USA
March 7, 2011
Matthew Koehler & Punya Mishra
More Information on SITE
Table of Contents
The knowledge-acquisition learning tradition that underpins schooling in western societies continues to enjoy an unquestioned place in the minds of most parents, policy makers, and professional educators. At the same time the importance and place of experience versus knowledge [some would say science] as an orientation or tradition for learning, awaits definition and analysis. First, the need for a deeper understanding of what it means to be technical and to think and learn technically in a human and social sense requires documentation and clarification. How and what one learns when being technical, is an elusive but culturally significant pedagogical terrain.
- Usage Analysis in Learning Systems
- The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
- Elementary School Students’ Attitudes toward Applying Wikis or Blogs for Collaborative Note-taking Activities
- The Connected Learning Space
- Implementation to Stimulate Consideration of Optimum Solutions Using Videoconference
- Power and Flow Experience in Time-Intensive Business Simulation Game
- Ubiquitous wireless laptops in upper elementary mathematics
- Children’s Models of the Internet
- Learning Objects in Context
- Learning and Teaching with Electronic Games
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