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The Real World on a Short Leash: The (Mis)Application of Constructivism to the Design of Educational Technology ARTICLE

Educational Technology Research and Development Volume 46, Number 3, ISSN 1042-1629

Abstract

Argues that consideration of constructivism's epistemological implications suggests that educational technologists need to convince learners of a problem's authenticity rather than to promote environments that deliver “preauthenticated” problems. Proposes guidelines to assist developers of educational technologies in accommodating the essentially dialogic nature of teaching and learning. (Author/AEF)

Citation

Petraglia, J. (1998). The Real World on a Short Leash: The (Mis)Application of Constructivism to the Design of Educational Technology. Educational Technology Research and Development, 46(3), 53-65. Retrieved November 17, 2018 from .

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Cited By

  1. An Engagement Model for Learning: Providing a Framework to Identify Technology Services

    I Hawryszkiewycz, University of Technology, Australia

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 3, No. 1 (Jan 01, 2007) pp. 219–228

  2. Authentic E-Learning in Higher Education: Design Principles for Authentic Learning Environments and Tasks

    Jan Herrington, University of Wollongong, Australia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 3164–3173

  3. Designing Authentic Activities for Web-based Courses

    Jan Herrington, Edith Cowan University, Australia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 18–27

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