Using Modern Media to Support Conventional Education

Tom Page*, Gisli Thorsteinsson**
* Associate Professor, Department of Product Design, Nottingham Trent University, England.
** Professor, Department of Design and Craft Education, University of Iceland, Iceland.
Periodicity:January - March'2019
DOI : https://doi.org/10.26634/jet.15.4.15385

Abstract

This paper presents general aspects of the development process for a technology education curriculum in Iceland University of Education during 2007-2008. The background to a research project in the field of using simulation learning tools and other new learning media as a supporting tool for learning and as an essential part of the new learning environments. The main content of this paper is to present the ways and methods the types of learning processes, contents, and equipment, in which technology education could be organised as university teacher studies from the viewpoint of the challenges posed by the information age. In particular, it deals with the ways some of the most modern computerised and network-based equipment and methods of planning, creation, and the use of technology should be taken account in the curriculum and in teaching learning processes. This paper considers the use of information technology and computerised production processes as an essential part of the current learning processes in modern technology education. Furthermore, it concentrates at the level of university teacher education as this is considered one of the most critical parts of the school reform process.

Keywords

Modern Media, Conventional Education, Simulations, Technology Education

How to Cite this Article?

Page, T., and Thorsteinsson, G. (2019). Using Modern Media to Support Conventional Education. i-manager’s Journal of Educational Technology, 15(4), 23-30. https://doi.org/10.26634/jet.15.4.15385

References

[1]. Alamäki, A. (1999). How to educate students for a technological future: Technology education in early childhood and primary education (Vol. 233). Turun yliopisto.
[2]. Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine- Philadelphia, 68(1), 52-81.
[3]. Allen, T. J. (1997). Managing Technical Communications and Technology Transfer. In Katz, R. (Ed.). The Human side of Managing Technological Innovation. A Collection of Readings (pp. 307-319). Oxford University Press.
[4]. Bereiter, C. (1997). Situated cognition and how to overcome it. In: D. Kirshner & J. A.Whitson (Ed.) Situated Cognition. Social, Semiotic, and Psychological Perspectives (pp. 281-300). Mahwah, NJ. Erlbaum.
[5]. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
[6]. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.
[7]. Dugger Jr, W. E. (2001). Phase III technology for all americans project: Creating assessment, professional development, and program standards for technological literacy. Technology Teacher, 60(4), 27-31.
[8]. Dugger, W. E., Jr. & Naik, N. (2001). Clarifying misconceptions between technology education and educational technology. The Technology Teacher, 61(1), 31-35.
[9]. Gokhale, A. A. (1996). Effectiveness of computer simulation for enhancing higher order thinking. Journal of Industrial Teacher Education, 33 (4), 36-46.
[10]. Gonzales, J. J., Reitman, L., & Stagno, T. (2001). An Interactive System for Teaching Electronics. Seminar paper. ED- media 2001.
[11]. Hanna, J. (1986). Learning environments criteria. In D. A. Norman & S. W. Draper (Eds.). User Centered System Design. Lawrence Erlbaum Associates, Hillsdale, NJ.
[12]. Jonassen, D. (2000). Computers as Mindtools for nd Schools: Engaging Critical Thinking (2 Ed). New Jersey. Prentice Hall.
[13]. Jonassen, D., Carr, C. & Yueh, H. (1998). Computers as Mindtools for engaging learners in critical thinking. Tech Trends, 43(2), 24-32.
[14]. Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79.
[15]. Kaptelinin, V., & Nardi, B. A. (1997, March). Activity theory: Basic concepts and applications. In CHI'97 Extended Abstracts on Human Factors in Computing Systems (pp. 158-159). ACM.
[16]. Kimbell, R. (2000a). Design for learning. In Article and Seminar Paper based on Article. Kajaani Kytke 2005 Seminar (Vol. 4, p. 28).
[17]. Kimbell, R. (2000b, April). Assessing technology: Technology education-from a problem to a solution. In Kajaani Kytke 2005–seminar.
[18]. Kirstein, P. (1998). Early Experiences with the ARPANET and INTERNET in the UK. Retrieved 11.02.2019 from (http://www.computer.org/annals/an1999/a1038abs.htm)
[19]. Koivisto, J., Syri, J., Ilomäki, L., Tapola, A., Hakkarainen, K., Lakkala, M. (2001). Vanhempien käsityksiä lastensa tieto- ja viestintätekniikan koulukäytöstä [Parents' conceptions about their childrens ICT use in school]. Helsingin kaupungin opetusvirasto julkaisuja A1:2001.
[20]. Lehtonen, M. (2002). Toward the Information Age Challenges in Technology Education. Modern learning methods & learning media supported and mediated learning processes as part of the new university technology education curriculum. Kantola, J. és Kananoja, T.(szerk.): Looking at the Future: Technical Work in Context of Technology Education. University of Jyväskylä. Department of Teacher Education. Research, 76, 99-119.
[21]. National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. National Academies Press.
[22]. Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, Inc.
[23]. Rasinen, A. (2000). Developing technology education: in search of curriculum elements for Finnish general education schools (No. 171). Jyväskylän yliopisto.
[24]. Shin, J. H., Haynes, R. B., & Johnston, M. E. (1993). Effect of problem-based, self-directed undergraduate education on life-long learning. CMAJ: Canadian Medical Association Journal, 148(6), 969-976.
[25]. Veenman, M. V.J., Elshout, J. J., & Busato, V. V. (1994). Metacognitive mediation in learning with computerbased simulations. Computers in Human Behavior, 10(1), 93-106.
[26]. Vincenti, W. G. (1990). What Engineers Know and How they Know it (Vol. 141). Baltimore: Johns Hopkins University Press.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.