Annotated Bibliography of Research on Emerging Theories of Educational Technology and The Future of Education
Annotated Bibliography of Research on Emerging Theories of Educational Technology
and The Future of Education
This bibliography is an exploration of the future of education. I look to the past to base this research on a solid foundation of accepted theory. I then look at present day research on emerging theories. Finally, I find research suggesting the future of education and where today’s emerging theories may take us.
A comprehensive paper on learning theories and how they apply to instructional design. This paper goes through behaviorism, cognitivism, and constructivism and compares how each deals with learning, memory, transfer, and what basic assumptions are relevant to instructional design.
Ertmer, P. A. & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4) pp. 50-72
An example of the application of Papert’s Constructionism is when a student builds a website for their science course that explains the science concepts they are learning using a constructivist approach. The website is the “public entity” that Constructionism requires and learning happens best when the student processes the concepts and renders them understandable through illustration and explanation on the website. Another application of Papert’s Constructionism is when students design and present a project to a client, expert, or the rest of the class. Papert’s theory says that the most effective way of learning is through “Building a model, reflecting on it, debugging and sharing,” (Noss, 2015).
Noss, R., & Clayson, J. (2015). Reconstructing Constructionism. Constructivist Foundations, 10(3), 285-288.
Papert and Harel describe the theory of Construtionism in this paper in a way that makes it your own. They do not offer a statement that easily outlines a formula for what it is, rather, they describe it with examples that create meaning to the reader. Seymour Papert’s theory of Constructionism states that learning happens through the interaction of a person’s experience with their previous knowledge “in a context where the learner is consciously engaged in constructing a public entity” (Papert, 1991). The “public entity” can be anything from the building of a model volcano to the creation of a computer game.
Papert, S & Harel I. (1991) Preface, Situating Constructionism, in Harel & S. Papert (Eds), Constructionism, Research reports and essays, 1985-1990 (p. 1), Norwood NJ.
Lee & Hannafin outline how theory and research-based evidence informs how student-centered learning supports student engagement and autonomous learning. They propose a framework called “Own it, Learn it, and Share it borrowing on Papert’s Constructionism where the sharing of the work is essential to motivating learning.
Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational Technology, Research and Development, 64(4), 707-734. doi:http://dx.doi.org.libproxy.boisestate.edu/10.1007/s11423-015-9422-5
Casey, G. (2013). Building a student-centred learning framework using social software in the middle years classroom: An action research study. Journal of Information Technology Education, 12, 159–189.