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Educational Psychology and Technology: A Matter of Reciprocal Relations


by Gavriel Salomon & Tamar Almog — 1998

Technology and instruction have recently entered an alliance of reciprocal influences. Technology serves instruction and at the same time opens up novel opportunities. Concerning the former, a major justification for the employment of computers is the acceptance of constructivist conceptions and a growing understanding of learning as a social process. Technology thus comes to facilitate the realization of the learning environments that emanate from constructivist conceptions. Concerning technology’s influence on education, ever-newer technological affordances pull instruction in new and promising directions. However, many of-these lack purpose or rationale. Why, for example, should students design their own Web sites? New questions arise that need to be answered, such as whether hypermedia programs offer frail and casual webs of information that lead to the cultivation of similarly flimsy mental networks (the “Butterfly Defect?, or whether computer-mediated communication (CMC) might create virtual, faceless learning environments. It also becomes evident that the new learning environments rely more heavily than their predecessors on students?proclivity for self-regulated and mindful learning. Can technology facilitate the cultivation of these? Educational psychology and technology are now engaged in an intensive duet that, if seriously studied, explored, and evaluated, may offer novel and improved instruction.


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Cite This Article as: Teachers College Record Volume 100 Number 2, 1998, p. 222-241
http://www.tcrecord.org ID Number: 10310, Date Accessed: 10/23/2017 7:40:13 AM

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About the Author
  • Gavriel Salomon
    University of Haifa, Israel
    Gavriel Solomon is dean of the faculty of education and professor of educational psychology, University of Haifa, Israel. He is the author of Interaction of Media, Cognition and Learning (LEA, 1994).
  • Tamar Almog
    University of Haifa, Israel
    Tamar Almog teaches at the faculty of education, University of Haifa, Israel. She is co-author, with R. Hertz-Lazarowitz, of "Teachers as Peer Learners: Professional Development in an Advanced Computer Learning Environment," in A.M. O;Donnell and A. King, Eds., Cognitive Perspectives on Peer Learning (Lawrence Erlbaum, in press).
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