Tool-Mediated Authentic Learning in an Educational Technology Course: A Designed-Based Innovation
Interactive Learning Environments Volume 22, Number 4, ISSN 1049-4820
This design-based research project is concerned with the design, development and deployment of interactive technological learning environments to support contemporary education. The use of technologies in education often replicates instructivist positions and practices. However, the use of Cultural Historical Activity Theory (C), authentic learning (A), and educational technologies as tools (T) to mediate learning provides an integrated CAT framework to design and use learning experiences that transform not only individuals but also their world view. The work reports on the design, redesign, and evaluation of an honors course on the use of information communication technologies in teaching and learning. Analyses identified a number of design principles useful in conceiving learning tasks to support the theoretical framework. The CAT framework fosters the use of learning mediation through the use of educational tools that support collective knowledge construction of individuals and their communities, rather than replicate the use of technology for instruction.
Amory, A. (2014). Tool-Mediated Authentic Learning in an Educational Technology Course: A Designed-Based Innovation. Interactive Learning Environments, 22(4), 497-513.
- active learning
- Constructivism (Learning)
- curriculum design
- Education Courses
- EDUCATIONAL ENVIRONMENT
- Educational Technology
- Honors Curriculum
- Information Communication Technologies
- information technology
- Learning Activities
- learning theories
- Relevance (Education)
- student attitudes
- undergraduate students
Cited ByView References & Citations Map
Helen Donelan & Karen Kear, The Open University
The International Review of Research in Open and Distributed Learning Vol. 19, No. 2 (May 01, 2018)
Tian Luo, Old Dominion University; Alexander Murray, Ohio University; Helen Crompton, Old Dominion University
The International Review of Research in Open and Distributed Learning Vol. 18, No. 7 (Nov 29, 2017)
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