How can we understand education, and the roles of schools and teachers, in the “softwarised” context of the early 21st century? In this paper I focus on the issue of what software and technology really mean for education.
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How can we understand education, and the roles of schools and teachers, in the“softwarised”context of the early 21stcentury? In this paper I focus on the issue of whatsoftware and technology reallymeanfor education. First, I describe two major contextsagainst which the links between education and technology need to be understood: theargument that we are now living in a world of networks; and that as a result of networks wehave seen the emergence of a “global knowledge economy” which appears to requireadifferent approach to education. Second, I then explore four major ways in which softwaretechnologies have been conceived in relation to pedagogical approaches in education. Thesepedagogical approaches are 1) learning through constructing, 2) learning through interacting,3) learning through connecting, and 4) learning through programming. The paper is focusedon the links between social contexts, pedagogical approaches associated with technologies,and their purposes and theories.
Desafios, desafios. Muitos, mas apenas para que está disposto a abandonar a zona de conforto.
This article is important in highlighting the role and importance of education in a 21st century context. Children we are teaching today have a much better knowledge of technology than most teachers. This paper also goes through the pedagogical approaches to software and technology.
Paradigm shift requires the shift in educational approaches. This article is about just that