The Roles of Educational

Technology in Learning
Lesson 2

Trixie Mae Issobelle M. Remoroza

Technology can play a traditional role, as
a delivery vehicles for instructional
lessons or in the constructivist way as
partners in the learning process.
In the constructivist way, technology
helps the learner build more
meaningful personal interpretations
of life and his/her world.
In the constructivist approach,
technology is a learning tool to
learn with, not from.
From the traditional point of view,
technology serves as a source and
presenter of knowledge. It is
assumed that “knowledge is
embedded in the technology”
 Technology like computers is seen as a
productivity tool.
With the eruption of the INTERNET in the
mid 90’s, communications and multimedia
have dominated the role of technology in
the classroom for the fast few days.
From the constructivist point of view,
educational serves as learning tools
that learners learn with.
It engages learners in “active,
constructive, intentional, authentic,
and cooperative learning”
 5
Roles of Technology in
learning
 Technology as tools to support
knowledge construction

 for presenting learners’ ideas,

understanding and beliefs
 for producing organized, multimedia
knowledge bases of learners
 Technology as information vehicles for
exploring knowledge to support by
learning-by-constructing:

 for accessing needed information

 for comparing perspectives, beliefs
and world views
 Technology as context to support by
learning-by-doing:
 for representing and stimulating
meaningful real world problems, situations
and contexts
 for representing beliefs, perspectives,
arguments, and stories and others
 for defining a safe, controllable problem
space for student thinking
 Technology as a social medium to support
by learning by conserving:

 for collaborating with others

 for discussing, arguing and building
consensus among members of the
community
 for supporting discourse among
knowledge-building communities
 Technology as an intellectual partner
(Jonassen 1996) to support learning-by-
reflecting:

 for helping learner to articulate and

represent what they know
 for reflecting on what they have learned and
how they come to know it
 for supporting learners ‘internal
negotiations and meaning making
 for constructing personal
representations of meaning for
supporting mindful thinking