2 Pedagogy and Technology Enhanced Learning (TEL)
“Learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast of the surprising, novel, messy, obtrusive, recurring events.”
(Vaill, 1996, p. 42)
This chapter provides a theoretical basis for the thesis. It gives an overview of the most relevant pedagogical frameworks such as Behaviourism, Cognitivism (Section 2.1) and Constructivism (Section 2.2) as the fundamental basis for the development of e-learning (Section 2.3), Computer Supported Collaborative Learning (Section 2.4) and the e-learning2.0 strategies (Section 2.5). Section 2.6 describes what Educational Technology is in greater detail, together with an investigation into the role of an educational technologist, in particular as regards the work of making connections between literacy, collaboration and organisational skills in education. Section 2.7 provides a summary and discussion.
2.1 Behaviorism and Cognitivism
We can take 1954 as the starting date for the technology of education, when Skinner published his article The science of learning and the art of teaching. Skinner is the most representative author of Behaviorism, developed during the first half of the 20th century in the United States. One of the premises of Skinner’s radical behaviourism is that the study of behaviour should not be based on hypotheses about the inner self stated as causes of behaviour, but should rather be based on observational descriptions. According to Skinner (1968), it is impossible to determine what happens in the human mind. To...
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