Aligning theories with technology innovations in education

Author: Lajoie, Susanne P.

Source: BJEP Monograph Series II, Number 5 - Learning through Digital Technologies, Volume 1, Number 1, 1 July 2007 , pp. 27-38(12)

Article access options

Post to: del.icio.us Furl CiteUlike Connotea Bibsonomy

Abstract:

My goal in writing this paper is to illustrate how technology innovations in education can be theory driven and how aligning theories with such innovations can result in better learning experiences. Theories are presented in terms of how they support cognitive empowerment in individuals as well as groups. Cognitive tools will be described that support both the individual as well as individuals working collaboratively. New directions in both theory and practice will be discussed in terms of how they can impact future design directions for technology innovations.

Document Type: Research article

The requested document is freely available to subscribers. Users without a subscription can purchase this article.

Sign in



 

 

Article Access Options

The full text electronic article is available for purchase. You will be able to download the full text electronic article after payment.

$28.00 plus tax      Refund Policy

 

OR

Back to top

Journals Home | Accessibility | Text Only | Site Map | Contact Us | BPS Website

© Copyright 2000-2008 The British Psychological Society
The British Psychological Society is a charity registered in England and Wales, Registration Number : 229642 and a charity registered in Scotland, Registration Number : SC039452 - VAT Registration Number : 240 3937 76

End Page