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Epistemology and conceptual resources for the development of learning technologies
Author(s) -
Derry J.
Publication year - 2007
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2007.00246.x
Subject(s) - conceptualization , affordance , variety (cybernetics) , epistemology , meaning (existential) , sociology , field (mathematics) , educational technology , computer science , knowledge management , engineering ethics , cognitive science , management science , psychology , pedagogy , artificial intelligence , human–computer interaction , engineering , philosophy , mathematics , pure mathematics
The issues raised by the design and development of technologies to enhance learning has led to a demand for an appropriate language and form of conceptualization. However, we are insufficiently familiar with the way in which different types of mediated tool use occur, to develop the theoretical models needed for the development of this language and form of conceptualization. In its absence a somewhat eclectic variety of concepts and research, such as the concept of affordance, are recruited in accounts of learning with new technologies. In looking briefly at the relevant area in philosophy this paper will consider whether or not the use of concepts such as affordance give adequate weight to social practice, meaning and knowledge in the design of educational technology. A fruitful source for work in this field which has not been sufficiently exploited is philosophy, particularly recent work in epistemology.