Abstract
Capabilities and biases of learning technologies are
examined in light of four widely accepted principles:
deep content knowledge, dialogue, agency, and
collaboration. Software that supports these principles
must focus students’ attention on ideas rather than
topics or tasks and should foster high levels of
epistemic agency, providing students with means to
assume responsibility not only for their individual
contributions to knowledge in the classroom but
also for the overall progress of the class’s knowledgebuilding
efforts.
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