The evolution and redefining of 'CAL': a reflection on the interplay of theory and practice.
This article comments on how the core idea of the computer as an assistant to teaching and learning became reconfigured through changing technologies, pedagogies and educational cultures. Early influential researchers in computer assisted learning (CAL) made strong but differing links to theories an...
| Publicado en: | Journal of Computer Assisted Learning Vol. 26; no. 1; pp. 4 - 18 |
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| Formato: | review Journal Article |
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Wiley-Blackwell
Feb2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105119863&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105119863 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2010 vid: 26 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105119863 105119863 2010535162 10.1111/j.1365-2729.2009.00340.x 105119863 ppf: 4 ppct: 14 formats: tig: atl: The evolution and redefining of 'CAL': a reflection on the interplay of theory and practice. aug: au: Hartley R sug: subj: Computer-Assisted Instruction History Computer-Assisted Instruction Trends Concept Mapping Faculty-Student Relations Learning Methods Software Student Attitudes ab: This article comments on how the core idea of the computer as an assistant to teaching and learning became reconfigured through changing technologies, pedagogies and educational cultures. Early influential researchers in computer assisted learning (CAL) made strong but differing links to theories and representations of learning, showing a relevance to pedagogy through innovative projects. Amid controversy, the educational potential of CAL became recognized and hardware-software developments stimulated the involvement of teachers in shaping applications and practices within contexts that favoured a constructivist student focus. Further advances in technology gave students greater autonomy in the style and management of learning, and enabled CAL to be redefined as a participative and collaborative enterprise. Institutions responded through supports and structures in ways that suited their wider educational policies. Technological developments (and controversies) continue to extend and reshape the applications of CAL, and this reflection points to the significance of the interplay between theory and practice in this evolving and redefining process. pubtype: Academic Journal doctype: review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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