Echoing Kozma (2003) and Roblyer (2012), ideal pedagogical TELE design restructures classroom environments towards collaborative learning, where each teacher as ‘script writer’ contributes intentional goals towards purposeful vision for education. Jonassen’s (2000) definition of technology as providing ‘cognitive affordances’ helps reframe learning from computers and teachers towards learning with computers and teachers, thinking in meaningful ways accessing ‘mindtools’ to construct knowledge engaged by activities.
Designers create interactive environments (ex. physical classrooms and virtual spaces) as opportunities for students to move from passive consumers towards active constructors, facilitating knowledge acquisition and application, individually and collectively to critically solve problems. Based on gamification, designers should personalize instruction differentiating learners through achievable challenges, rewarding incentives and frequent reinforcement (Willis, 2017). Designing TELEs require creative reflection, exploring ‘intellectual tools’ given social context, experimenting through iterative prototypes by trial-and-error, keeping recent with literature on changing technological relationships. Teacher perception and professional development are key factors affecting success, wrestling between technology as substitute or supplement along with other social dynamics.
Willis, Judy. “A Neurologist Makes The Case For The Video Game Model As A Learning Tool”. Edutopia. N.p., 2017. Web. 12 June 2017.