Technology Enhanced Learning Environments should follow the theory of constructivism and allow students to interact with content to construct their own understanding of it. As Jonassen (1995) states,, the “technologies should be used as knowledge construction tools by learners rather than programmed tutors, that students should learn with technology, not from it” (p. 41).
For designers of learning experiences, this creates a challenge. Over the past 20 years, the accessibility to curricular content has exploded and yet we have not seen a widespread adoption to this change from educators. Technology-enhanced learning experiences can attempt to focus on student learning through the creation of a product; this could take the form of videos, websites or music with one key emphasis on student reflection of their learning. Further, the creation of an original artifact can help some challenging students overcome the fact that they are learning – a real challenge in some K-12 classrooms. Finally, effective learning environments should pose large, open-ended questions and then guide students through their own process of inquiry to come up with a comprehensive answer to that question.
Bates, J. (2014). Teaching in a digital age, Chapter 8. Retrieved from http://opentextbc.ca/teachinginadigitalage/
Jonassen, D. H. (1995). Computers as cognitive tools: Learning with technology, not from technology. Journal of Computing in Higher Education, 6(2), 40-73.