This paper discusses technology’s role in meaningful knowledge construction, which hinges on ways computer tools can be used to improve pedagogy through actively engaging learners. At the center of this discussion is the difference between stand-alone technological literacy that serves as an end in itself, and educationally defensible information literacy that represents a technology-assisted means to the end of metacognitive reflection as a salient component of an undergraduate liberal education. Drawing on learning principles embodied in the theoretical frameworks of Seymour Papert’s constructionism and Gordon Pask’s conversation theory, personalized computer applications of concept maps, mind maps, and repertory grids are presented.
Mayo, J. (2012). Technology's Role in Constructing Meaningful Knowledge. Pedagogy and the Human Sciences, 2 (1), 8-21. Retrieved from http://scholarworks.merrimack.edu/phs/vol2/iss1/2