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Technology Scaffolding

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Saved by florayang331
on July 14, 2008 at 11:25:05 am
 

5) Technology scaffolding helps to deepen understanding

     OLEs heavily rely on technology.

On one hand ,learners construct ,evaluate ,interpret and revise their understanding with the help  of technology .OLEs provides learners with  abundant available source materials and tools (processing tools, communication tools, etc),through which  learner have opportunities to amplify and extend cognitive capabilities. OLEs may include human and/or technological partnerships. The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.

 

    On the other hand, OLEs often provide the conceptual scaffolding and means (resources, tools) to promote personal and individual reflection. In this sense, technology tools "provide models, opportunities for higher level thinking, and metacognitive guidance . . . in a learner's zone of proximal development" (Salomon, Globerson, & Guterman, 1989, p. 620). Individuals can be guided during learning if designs are situated in authentically complex contexts and proper guidance is provided (Pea, 1993; White & Horwitz, 1987).

In OLEs, tools, resources, people, and  designs profoundly shape, direct, and constrain how learners think.

 

Emphasizing  processes to a greater extent than do traditional approaches,OLEs environments provide the opportunity to engage higher-order processes, test on-going hypotheses, and construct and revise physical models of concepts under study. In combination with guidance and facilitation of the learning process, technology can serve as a “more capable peer” (Salomon et al., 1989, p. 621). CSILE (Scardamalia et al., 1989)

Web2.0 tools, featuring the interaction of users could effectively  help learners to evaluate ,contribute and deepen their understanding.

 

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