Development of the paradigms and the models of classroom computer use: From the help in the teaching forward the creative and open context of the learning
DOI:
https://doi.org/10.15291/ai.1239Keywords:
development, ICT, individualization, learning contexts, models, paradigms, socialization, teaching, theoriesAbstract
In the article the author starts from the assumption that the use of computers in learning and teaching is conditioned by three basic factors: advances in technology, contemporary postmodern context of thinking and acting, and our notion of learning and teaching process that is changing over the time. Showing the development line of computer use, through a variety of models that were successively realized in the educational work, the author marks the relationship between educational practice and in that time current pedagogy and accepted theories of learning and human development. Moving from behavioral learning theory, via the general system theory and teacher-oriented teaching, to the currently socially oriented theory of constructivism, she indicates changes in the paradigmatic and practical level. The author illustrates modern ways of applying information and communication technology through a series of examples of its effective and pedagogically designed use in the processes of learning and teaching, and indicates possible future trends of these uses. The aim is to update education through recognition of classroom use of ICT as an enabling and now days an unavoidable means of balancing the didactical principles of individualization and socialization, as well as means of building a supportive and open learning context, that is close to today's generation of children and young people.
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