A knowledge-practice perspective on technology-mediated learning |
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Authors: | Kai Hakkarainen |
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Affiliation: | (1) Centre for Research on Activity, Development and Learning (CRADLE), Department of Education, University of Helsinki, P.O. Box 9, Siltavuorenpenger 20R, SF-00014 University of Helsinki, Finland |
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Abstract: | The purpose of the present paper is to examine the relations between Carl Bereiter’s and Marlene Scardamalia’s knowledge-building
approach and social practices. It is argued that technology enhances learning through transformed social practices. In order
to truly contribute to educational transformation, pedagogical approaches have to be embedded in locally cultivated “knowledge
practices” that channel the participants’ intellectual efforts in a way that elicits collective advancement of knowledge.
Consequently, knowledge advancement is not just about putting students’ ideas into the centre but depends on corresponding
transformation of social practices of working with knowledge. Creation of cultures which advance knowledge presupposes sustained
efforts of teacher-practitioners, collaborating with students and researchers, aimed at iteratively transforming prevailing
knowledge practices toward more innovative ones. |
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Keywords: | Epistemic artifact Habitus Knowledge building Knowledge practice Learning Social practice Trialogical approach |
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