Analysis of the Use of Digital Technologies in Schools That Implement Different Learning Theories. (October 2015)

• Record Type: Journal Article
• Authors: Altuna, Jon; Lareki, Arkaitz
• Is Part Of: Journal of educational computing research. Volume 53:Number 2(2015)
• Page Start: 205
• Page End: 227
• Publication Date: 2015-10
• Subjects: pedagogical issues -- elementary education -- digital resources -- teaching/learning strategies; Computer literacy -- Periodicals; Computer-assisted instruction -- Periodicals; Computer managed instruction -- Periodicals; Education -- Data processing -- Periodicals; 371.334
• DOI: 10.1177/0735633115597869
• Languages: English
• ISSNs: 0735-6331

Abstract

The main aim of this article is to find points of intersection at which learning theories and technologies converge. For this purpose, after a brief review of the historical evolution of learning theories and teaching methods, we define some indicators that allow us to identify the main learning theory applied in each school, as well as the technological resources used. After analyzing 21 schools, the results show that (a) different learning theories coexist in the schools that took part in this research project and (b) some Internet-based resources are more commonly used in Constructivism contexts, while instructional software tends to be more common when behavior theory is applied. Finally, this study points out the need to train teachers in both technological and theoretical aspects.