David Jonassen’s description of technology as “cognitive affordances” resonated with me most as to how technology should be incorporated into the classroom design (Jonassen, 2000). A technology-enhanced learning environment should connect students in a way traditional classrooms would not be able to achieve, while allowing students to expand their understanding with technology rather than have their learning be dictated by it.
Designers of TELEs should be questioning how the technology that they seek to include can help create meaningful thinking for students, how it can be used as a “Mindtool” (Jonassen, 2000). Jonassen further argues that both teachers and computers are merely the avenue for which students can foster their learning. An ideal design of TELE would include tools at the student’s disposal for them to use to enhance their understanding as well as provide opportunities to share their learning with others. Similar to GLOBE (Butler & MacGregor, 2003), students should have a chance to connect with other like-minded individuals working on the same aspects of learning to build on one another. Therefore, a TELE design can enhance learning through problem-solving, creative collaboration and critical thinking.
Butler, D.M., MacGregor, I.D. (2003). GLOBE: Science and Education. Journal of Geoscience Education, 51(1), 9-20.
Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking. Prentice Hall. Retrieved from Google Scholar: http://scholar.google.com/scholar?q=Jonassen+mindtools&ie=UTF-8&oe=UTF-8&hl=en&btnG=Search