Instructivist Ideology: Education Technology Embracing the Past?

Autor/in	Amory, Alan
Titel	Instructivist Ideology: Education Technology Embracing the Past?
Quelle	In: Interactive Learning Environments, 20 (2012) 1, S.41-55 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494821003714707
Schlagwörter	Blended Learning; Video Games; Educational Technology; Ideology; Global Approach; International Education; Epistemology; Power Structure; Constructivism (Learning); Politics of Education; Commercialization; Educational Philosophy; Computer Assisted Instruction; Computer Software; Integrated Learning Systems; Influence of Technology; Computer Games; Neoliberalism + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Unterrichtsmedien; Ideologie; Globales Denken; Internationale Erziehung; Erkenntnistheorie; Educational policy; Bildungspolitik; Bildungsphilosophie; Erziehungsphilosophie; Computer based training; Computerunterstützter Unterricht; Computer game; Computerspiel; Computerspiele; Neo-liberalism; Neoliberalismus
Abstract	It is argued that against the background of a neo-managerial and market-driven global education system, the production and use of technology to support teaching and learning perpetuates hegemonic behaviorist values. Activity theory, as a lens, is used to explore the power relations that are integral to the development and use of Reusable Learning Objects, Learning Management Systems, blended learning and computer video games. The analyses show that education technologies are often designed to support masculine hegemonic behaviorist instruction practices. As an extension, education technology is used in the classroom as the object of instruction to support fundamentalist values rather than a tool to mediate knowledge construction. However, collaborative solving puzzles that are part of complex computer video games, or interactive learning environments, can be used as a means to mediate contemporary learning practices. Apart from managerial rules, management authority and expert authority, power associated with individuals can disrupt activity systems in order to support their own individual epistemological positions. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10