Journal of Educational Computing, Design, & Telecommunications (Fall, 2001)

Abstract:The first section of this paper is a brief overview of key concepts from Norman’s book: Things that make us smart: Defending human attributes in the age of machines (1993). After this review, Norman’s thoughts concerning the relationship between technology and people will be compared and contrasted with excerpts from a more contemporary analysis of modern technology; The Social Life of Information by John Brown and Paul Duguid (2001). The authors of both texts recognize the importance of designing information and technology with the needs and the abilities of the user in mind. This concept recalls human centered theories and practices from the field of occupational therapy and the principles of ergonomic design.

A Survey of Currently Implemented WebQuests in Computer Science and Computer Technology by Cecil Schmidt

Abstract: In this article I review design issues and techniques in support of the development of WebQuests. I identify and describe some of the currently implemented WebQuests in the subject areas of computer science and computer technology. In addition, I discuss some of their overall content issues and their overall conformance to the WebQuest theme. Finally, suggestions are made for possible topics where WebQuests could be integrated into computer science and computer technology.

Constructivism and Educational Implications for Teaching and Learning by Mark Viner

Abstract: This paper concerns itself with nature of constructivism and suggests some implications for considering constructivsm a sound philosophical paradigm for educators. Instrumental to understanding teaching and learning is the concept of knowledge – what knowledge is. The view of what constitutes knowledge changes as scholars do research and philosophize about the nature of knowing – what it means to know something. Understanding this concept of knowledge is important for educators because how we perceive and understand natural and unnatural phenomena and our environment affects our methodologies and strategies employed in today’s classroom environments.

Abstract: In recent years, the politics of education has attempted to assign greater accountability for instructors. Stated objectives and the evaluation of these objectives can provide the means for tracking student performance and therefore evaluating the effectiveness of instruction or the instructor. This papers provides some examples to why professional objectives are essential to learning and how creating objectives can be achieved.

Abstract: Traditionally, cognition and ability are seen to reside only inside the individual, thus social, situational, and cultural contexts are neglected in learning and teaching (Pea, 1993). The person proper is person solo rather than person plus (Perkins, 1993). At a time when cognitive apprenticeship, distributed intelligence, and peer collaboration are strongly advocated by educators such as Brown, Collins, and Duguid (1989), Pea and Perkins, it is necessary to trace back to the origin of such educational practice: L. S. Vygotsky. This paper briefly introduces Vygotsky’s life and the three central concepts in his theory: internalization, semiotic mediation, and the zone of proximal development (ZPD). The purpose is to offer an overview of Vygotsky’s main ideas so as to help us improve our current practice as a lifelong learner as well as enable a better understanding of social constructivism.