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Educational technology as the theory and practice of educational approaches to learning. Educational technology as technological tools and media, for instance massive online courses, that assist in the communication of knowledge, and its development and exchange. This is usually what people are referring to when they use the term "edtech".
Constructivism is a crucial component of technology integration. It is a learning theory that describes the process of students constructing their own knowledge through collaboration and inquiry-based learning. According to this theory, students learn more deeply and retain information longer when they have a say in what and how they will learn.
There are many examples of ITSs being used in both formal education and professional settings in which they have demonstrated their capabilities and limitations. There is a close relationship between intelligent tutoring, cognitive learning theories and design; and there is ongoing research to improve the effectiveness of ITS.
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
The phrase "a learning theory for the digital age" [6] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate, and learn. Connectivism is an integration of principles related to chaos , network , complexity , and self-organization theories.
In the early 2000s, scholars noted a lack of theory and conceptual frameworks to inform and guide research and teacher preparation in technology integration. [6] The classic definition of PCK proposed by Shulman included one dynamic and complex relationship between two different knowledge bodies: content knowledge and pedagogical knowledge.
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. [1]
In 2005, George Siemens published a paper in the International Journal for Instructional Technology and Distance Learning, called Connectivism: A Learning Theory for the Digital Age [27] in which he argued the need for a new learning theory, one that captured the essence and represented the process of networked knowledge creation and learning.