A1 Refereed original research article in a scientific journal
Two viewpoints on the challenges of ICT in education: knowledge-building theory vs. a pragmatist conception of learning in social action
Authors: Osmo Kivinen, Tero Piiroinen, Loretta Saikkonen
Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication year: 2016
Journal: Oxford Review of Education
Journal name in source: OXFORD REVIEW OF EDUCATION
Journal acronym: OXFORD REV EDUC
Volume: 42
Issue: 4
First page : 377
Last page: 390
Number of pages: 14
ISSN: 0305-4985
DOI: https://doi.org/10.1080/03054985.2016.1194263
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/17105990
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.
Downloadable publication This is an electronic reprint of the original article. |  |
