Document Type
Conference Proceeding
Publication Date
3-2011
Journal
Proceedings of Society for Information Technology & Teacher Education International Conference 2011
Abstract
The knowledge-acquisition orientation/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 as an orientation or tradition for learning, awaits analysis. First, the need for a deeper understanding of what it means to learn in a human, technical, and social sense requires documentation and clarification. How and what one learns when being instinctive, is an elusive but culturally significant pedagogical terrain.
This analysis will attempt to expose the assumptions that govern institutionalized forms of learning and explore a way forward that starts with the nature of peoples’ learning when it is self-directed. The irony of comparing technology mediated learning (TML) with the knowledge acquisition model which dominates school curriculum is that both are aberrations. This paper starts with a definition of institutionalized learning and proceeds to expose the assumptions upon which it is based. TML, if institutionalized in a formal curriculum sense, may never realize it’s potential. Sharing common assumptions about the nature of learning and the proper methodology for theorizing about it is the focus of this analysis.
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Notes
In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 4509-4516). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).