Educational theory: Difference between revisions
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See also: [[pedagogical theory]] (aliased from [[instructional theory]] | See also: [[pedagogical theory]] (aliased from [[instructional theory]] | ||
== The role of educational theory in [[educational technology]] == | |||
Also see the discussion in the [[educational technology]] article. | |||
== Recent History == | |||
In the mid-sixties that also gave birth to [[computer-based training]], behavirorist instructivist approaches to designing learning situations became popular. | |||
[Constructivism] became the dominant paradigm in learning theory in the eighties. | |||
More recently [[Situated Learning]] or constructivist variants like [[socio-constructivism]] or [[social cognition]] became dominant, at least in the research communities. | |||
== References == | == References == | ||
Issroff, K. & Scanlon, Eileen (2002), Educational Technology: The Influence of Theory, Journal of Interactive Media in Education, 2002 (6). [[www-jime.open.ac.uk/2002/6]] | |||
Revision as of 15:41, 22 February 2006
Definition
One may differentiate between education and instruction (pedagogy). The latter is related to art, craft or science of teaching. The former is more global, i.e. is interested by the whole process within which learning happens.
See also: pedagogical theory (aliased from instructional theory
The role of educational theory in educational technology
Also see the discussion in the educational technology article.
Recent History
In the mid-sixties that also gave birth to computer-based training, behavirorist instructivist approaches to designing learning situations became popular. [Constructivism] became the dominant paradigm in learning theory in the eighties.
More recently Situated Learning or constructivist variants like socio-constructivism or social cognition became dominant, at least in the research communities.
References
Issroff, K. & Scanlon, Eileen (2002), Educational Technology: The Influence of Theory, Journal of Interactive Media in Education, 2002 (6). www-jime.open.ac.uk/2002/6