(2006). Technology and knowledge: contributions from learning theories.
In: Dakers, John R. ed.
Defining Technological Literacy: Towards an Epistemological Framework.
London, UK: Palgrave Macmillan, pp. 31–47.
Contemporary theories of learning contain elements of each of these individual and social views of mind, and each theory has important implications for how we see knowledge and how we structure and support student learning in the technology classroom. This chapter explores the nature of these views of learning, what they have to say about the nature of knowledge, and how that in turn relates to technological knowledge. With this kind of framework it is then possible to examine examples of technology classrooms through a different lens than is often the case. Four such examples will be presented here. The first relates to how knowledge learned in one context can be different to that in another, even though some of the underlying ideas are the same. One of the reasons for this is the role of tools in mediating thinking. The second relates to how we might draw on and use knowledge from other parts of the curriculum, and particularly from the science classroom. The third draws on the ideas of knowledge learned in context, and the way experts work, to argue that a qualitative approach to knowledge might be more productive in technology education. The final example explores the implications of social views of learning that give new insights into collaborative activities.
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