Two viewpoints on the challenges of ICT in education: knowledge-building theory vs. a pragmatist conception of learning in social action
The paper contrasts two different approaches to the educational challenges of the ubiquitous, rapidly developing information and communication technologies (ICT). The first is the constructivist knowledge building' theory spearheaded by Carl Bereiter and Marlene Scardamalia and recently further...
| Main Authors: | , , |
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| Other Authors: | , |
| Language: | English |
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ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
2022
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| Subjects: | |
| Online Access: | https://www.utupub.fi/handle/10024/155243 |
| Summary: | The paper contrasts two different approaches to the educational challenges of the ubiquitous, rapidly developing information and communication technologies (ICT). The first is the constructivist knowledge building' theory spearheaded by Carl Bereiter and Marlene Scardamalia and recently further developed by Kai Hakkarainen and Sami Paavola; the second is a pragmatist standpoint drawing in particular from John Dewey's ideas about learning as a natural part of human social actions and transactions. The knowledge builders have set their approach out as a suitable answer to the challenges of the present-day, ICT-characterised Knowledge Age'. But here it is argued that a pragmatist approach can be advanced that avoids the over-intellectualisation of education characteristic of knowledge builders and thereby offers a viable alternative for improving present-day educational practices in ways that promote appropriate utilisation of ICT in schools in particular. |
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