Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education.
Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an intera...
| Publicado en: | Computers in Human Behavior Vol. 23; no. 3; pp. 1499 - 1531 |
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| Formato: | Artículo |
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Elsevier Science
May 2007
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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=ssf&AN=507980230&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507980230 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: May 2007 vid: 23 iid: 3 pid: 2410 pub: Elsevier Science artinfo: ui: 507980230 10.1016/j.chb.2005.07.004 ppf: 1499 ppct: 32 formats: tig: atl: Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education. aug: au: Mooij, Ton su: Computers in education Psychology of learning Education software Kindergarten children Children Netherlands sug: subj: Netherlands Computers in education Psychology of learning Education software Kindergarten children Children keyword: Computers -- Educational use ab: Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an interactional co-constructive process at various levels is considered. The diagnostic, instructional, management, and system aspects of the learning process can be stimulated and maximized. Second, differentiation of learning procedures and materials, design of integrating ICT support, and improvement of development and learning progress are recommended as contextual conditions to optimize the learning process. The combination of the learning aspects with these contextual conditions provides theoretical guidelines for the transition from a nondifferentiating system of education to a differentiating, ICT-based system of instructional management for all students. Information is given about the realization of two of the differentiation guidelines and all ICT design guidelines. The first products were used in kindergarten, to start the improvement of educational practice. This occurred in co-development with kindergarten teachers of three Dutch kindergartens. Information is given about the process and outcomes of this first transformation step in practice. Finally, next co-development steps are discussed. Copyright (c) 2007 Elsevier Ltd pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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