Technology in social practice: Returning to Dewey's conception of learning

Bruce, Bertram C.

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https://hdl.handle.net/2142/13399 Copy

Description

Title

Technology in social practice: Returning to Dewey's conception of learning

Author(s)

Bruce, Bertram C.

Issue Date

1997-11-13

Keyword(s)

• Social practice
• John Dewey
• Information technology

Abstract

As we think about the changes that the next century may bring in educational practices, many of us turn to new information and communication technologies. Typically, we identify one of three major reasons for the focus on these new technologies: One is that these new technologies promise ways to transform education by offering vast resources for learning, and new tools to support inquiry throughout the curriculum; thus, we see the opportunity to learn through new technologies. A second reason is that intelligent participation in the coming era requires an understanding of the ways that these new technologies are transforming industry, health care, science, language, international relations, and everyday life; thus, we see the need to learn about new technologies and the ways they permeate life. A third reason is that economic success in the information age society appears to demand new skills and new ways of making meaning; thus, there is the need to learn (to use) the new technologies. In sum, there is a parallel to Michael Halliday's famous formulation about the reasons for the centrality of language study in schools: We need to learn through technology, to learn about technology, and to learn technology.

Type of Resource

text

Language

en

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http://hdl.handle.net/2142/13399

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