Η σημασία των θεωριών μάθησης στο πλαίσιο των ΤΠΕ στην εκπαίδευση

Abstract

In this article psychological and pedagogical learning theories implicated in teaching with the use of computers are presented, critically examined, and compared. Behaviorism suggests hierarchically organized educational software, aim-centered, that points on content revision, unopened exercises, right answers, correction of mistakes, and that assesses students-computer users by injunctions, rewards-penalties, so that they would improve their knowledge. Cognitive contructivism’s implications are the student-centered approach, de-inculpation of students’ mistakes, modelization/simulation/microworlds, problem-solving, use and production of open inter-thematic software, utilization of previous learning, gradual spiral-learning, epagogic, experimental, self-directed, self-exploring learning. Sociocultural theory’s implications are the group-collaborative environment, knowledge connection to praxis, holistic learning, interactive and authentic environments of apprenticeship and practice. Critical-emancipatory theorists’ view across new technologies is objurgatory, as technologies are used by the dominant class for its own benefits and for increase of exploitation and subordination of non-privileged. Concerning that education is not socially neutral, the present paper is exploring questions, such as what are the pros and cons of every theory, how theories look alike or differ, what the profits are and who win from the new technologies today, how they are used for/against people. In conclusion, I shall try to prove that the future of new technologies that serve each human being belongs to socio-cultural and critical-emancipatory orientations.