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- Vol 7 PE: App D
- Vol 7 RE: Chapters 2, 3
communities of learnersconstructivist learningcognitive apprenticeshipknowledge constructionintellectual toolsteacher scaffoldingJournal article Evidence summaryAt a glance
Jonassen presents a vision of schools as communities in which learners collaboratively construct knowledge and technology supports, rather than delivers, that activity. Drawing on constructivism and cognitive apprenticeship, he characterizes meaningful learning as active, constructive, intentional, authentic, and cooperative.
Key ideas
Learners should investigate problems, articulate interpretations, share representations, and negotiate understanding with others. In this model, computers are not primarily tutors that transmit predetermined content or test recall. They serve as intellectual partners and tools for accessing information, representing knowledge, communicating, modelling, and reflecting. Teachers organize rich contexts, model expert practices, coach inquiry, and provide scaffolding while gradually transferring responsibility to students. The short article therefore reframes technology integration as a pedagogical and cultural question: purchasing devices or software does not create a learning community.
Why it matters
Productive integration depends on tasks, roles, discourse, and assessment that value knowledge construction and collaboration. Technology is useful when it enables learners to do meaningful cognitive and social work that would otherwise be difficult, not when it merely automates conventional instruction.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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