Pedagogical biases in educational technologies

• Autores: Marlene Scardamalia, Carl Bereiter
• Localización: Educational technology: The magazine for managers of change in education, ISSN 0013-1962, Vol. 48, Nº. 3, 2008, págs. 3-11
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Capabilities and biases of learning technologies are examined in light of four widely accepted principles: deep content knowledge, dialogue, agency, and collaboration. Software that supports these principles must focus students' attention on ideas rather than topics or tasks and should foster high levels of epistemic agency, providing students with means to assume responsibility not only for their individual contributions to knowledge in the classroom but also for the overall progress of the class's knowledge building efforts.