By David Jonassen
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| UNDER CONSTRUCTION | ||||||||||||||||||||||||||||||
| ASSIGNMENTS | ||||||||||||||||||||||||||||||
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Special Interests | |||||||||||||||||||||||||||||
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Final Project | |||||||||||||||||||||||||||||
| Home | |
Mission Statements | ||||||||||||||||||||||||||||
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| Readings | ||||||||||||||||||||||||||||||
| Computers as Mindtools for Engaging Critical Thinking and Representing Knowledge By David Jonassen |
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| Instructional technologies media is been used for conveying information like teachers do; however such learning is limited and it is not meaningful because students are not engaged mindfully in making meaning, i.e., students just receive information and need to memorize it. So, there is a need to change how the knowledge is acquired. Students need to be responsible for their own knowledge. A better way to acquire knowledge should be to give students tools that stimulate their mind, making them extract meaning by themselves while engaged in computer applications. These computer applications (mindtools) will be the means that students will learn with it not from it. With the computer applications learners can observe, manipulate, and test objects, while designing possibilities, and constructing their knowledge by themselves, individually, or when socially negotiating meaning in group activities. So, this approach where students actively participate in the environment constructing their own knowledge, without the interpretation of the teachers is called constructivism. To conclude, the responsibility of learners should be to recognize and judge patterns of information and then organize it, while the computer system like the teachers should be the support, help and overall guidance; a source and "storage" of information that can be accessed when it is needed. | ||||||||||||||||||||||||||||||