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saved by10 people, first byJohn Martin on 2007-03-20, last byJose Cabello on 2008-05-19

  • Editorial: Research on the Effectiveness of Technology in Schools:
    The Roles of Pedagogy and Content
  • At the beginning of the 1980s, Richard Clarke conducted a well-known meta-analysis
    >

    of this type of educational technology research and concluded that media are
    >

    “mere vehicles that deliver instruction but do not influence achievement
    >

    any more than the truck that delivers our groceries causes changes in our nutrition”
    >

    (1983, p. 445). This perspective might be termed the transmission model of educational
    >

    technology – the view that technology is a delivery mechanism with no
    >

    unique capacity or capabilities that might intrinsically affect learning.
    >
  • mere exposure to technology confers no particular educational benefits.
  • pedagogical
    content knowledge
  • research that explores how technology interacts with pedagogy and content
  • technological pedagogical content knowledge
  • “
    technological pedagogical content knowledge
    >”
    (Mishra & Koehler, 2006). The implication is that properly prepared teachers
    can take advantage of the unique features of technology to teach content in
    ways they otherwise could not
  • Other teachers may employ the same software to facilitate
    inquiry, engaging students in making and testing predictions and discovering
    astronomical patterns. Students’ resulting comprehension of the content
    may differ based on the teachers’ pedagogy, even though both groups used
    the same technology.
  • The specific curricular objectives being addressed must be understood in such
    cases
  • At the beginning of the 1980s, Richard Clarke conducted a well-known meta-analysis
    of this type of educational technology research and concluded that media are
    “mere vehicles that deliver instruction but do not influence achievement
    any more than the truck that delivers our groceries causes changes in our nutrition”
    (1983, p. 445). This perspective might be termed the transmission model of educational
    technology – the view that technology is a delivery mechanism with no
    unique capacity or capabilities that might intrinsically affect learning.
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