ERIC Number: EJ778953
Record Type: Journal
Publication Date: 2003
Reference Count: 0
The Process of Understanding the Task: How Is Agency Distributed between Students, Teachers and Representations in Technology-Rich Learning Environments?
Rasmussen, Ingvill; Krange, Ingeborg; Ludvigsen, Sten R.
International Journal of Educational Research, v39 n8 p839-849 2003
In this article, we explore how students' agency relates to both highly structured and open-ended learning environments. This is done by analysing how students' understanding of tasks evolves through their activities in relation to the representations inscribed in two technology-rich learning environments. Based on the sociocultural approach to thinking, reasoning and learning we argue that it is necessary to include activities, artefacts and aspects of the knowledge domain in order to understand how and what the students' learn. We conclude by arguing that the process of understanding a task is often complex and ongoing through the activity.
Descriptors: Educational Environment, Task Analysis, Technology Integration, Cognitive Style, Phenomenology, Technology Uses in Education, Protocol Analysis, Educational Research, Social Theories
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: firstname.lastname@example.org; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A