Designing a Graduate Educational Technology Course For a New Kind of Learning: Distributive Constructionism in Practice

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Batchelder, A. & Tucker, G. (1999). Designing a Graduate Educational Technology Course For a New Kind of Learning: Distributive Constructionism in Practice. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp. 610-612). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/9225.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 1999
1999
ISBN 1-880094-33-9
  J.D. Price, J Willis, Dee Anna Willis, M Jost & S Boger-Mehall
AACE

More Information on SITE
Table of Contents

Authors

Ann Batchelder, Gary Tucker, Northern Arizona University, United States

Abstract

This paper examines how distributed constructionism was used in designing a graduate course in Contexts of Educational Technology, how that course design was implemented, and how both the instructor and the students in the pilot class reported the benefits and drawbacks of using this model of learning as a course framework. Finding from the study that are presented in the paper includes data gathered from excerpts of student and instructor evaluations of the course, transcripts from on-line communications between students during the course, and information about the course derived from student interviews. Conclusions and recommendations for using a model of distributive constructionism will also be presented.

Keywords

• Students
• Educational Technology

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