Designing the Instruction

1. Foundation of Technology-Assisted Instruction Designing the Instruction

2. John Dewey’s Pespectives • Curriculum should arise from student’s interests • Curriculum content should be integrated rather than isolated from each other • Education occurs through its connection with life rather than through participation in curriculum • Learning should be hands-on and experience-based, rather than abstract. • Dewey’s philosophy meshes well with technology-aided learning in terms of construcctivism

3. Vygotsky’s Social Learning • Learning is a social process. • Cognitive development is directly related to and based on social development and the culture around the learner. • Vygotsky emphasized individual differences, personal creativity, and the influence of the culture on learning. • Adult/expert --- child/novice; zone of proximal development; and scaffolding (Roblyer, 2003)

4. Jerome Bruner: learning as Discovery Three stages of the cognitive development • Enactive stage (from birth to about age 3) • Iconic state (from age 3 to age 8) • Symbolic stage (from age 8) Many use Bruner’s theory to create the constructivist learning, discovery learning and problem solving, as suggested by Bruner. It is the same with the technology-aided learning of constructivism.

5. Seymour Papert: Children, Computer, and Powerful Ideas • Children as active builder of their own intellectual structures (constructivist). • Discovery learning and powerful ideas • Logo and the Microworlds Concept • Logo as a resource for encouraging active learning • Children pose and test out hypothesis themselves. • Papert’s influence on design of technology-based learning resources.