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Educational Psychology and Technology: A Matter of Reciprocal Relations by Gavriel Salomon & Tamar Almog - 1998Technology 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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