According to the abstract, "this paper describes three technology models used by teacher education interns: electronic portfolios, negotiative concept mapping, cognote-supported electronic discussions." central to this account is a model of knowledge construction employed by the authors. In particular, if you map student discourse to knowledge-building techniques, and if you tell students you are doing this, you can increase the frequency of knowledge-building techniques. I'm uncomfortable with the proposition that knowledge is 'built' in the manner described (which appears to me to be an essentially cumulative model of knowledge creation) and I'm uncomfortable with the idea that stimulating rote processes has the effect of stimulating epistemic awareness. Still, it is worth applauding the attempt to engender some critical thinking in online discourse.
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