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Influence of learning theories on re...

Zhou, Li.

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Influence of learning theories on research about computer technology applications in elementary classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Influence of learning theories on research about computer technology applications in elementary classrooms./
作者:	Zhou, Li.
面頁冊數:	92 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0417.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120837

Influence of learning theories on research about computer technology applications in elementary classrooms.
Zhou, Li.

Influence of learning theories on research about computer technology applications in elementary classrooms. - 92 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0417.

Thesis (Ed.D.)--Indiana University of Pennsylvania, 2004.

The purpose of the present study was to investigate the relationship between learning theories and research on computer technology applications in elementary classrooms from 1993 to 2002. The goal of the study was to check on the reciprocal relationship between learning theories and research, the development of new theories, the application of existing learning theories, and the convergent of existing learning theories, as well as the trend of theoretical influence in the past ten years.Subjects--Topical Terms:

516171
Education, Elementary.

Influence of learning theories on research about computer technology applications in elementary classrooms.
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245 1 0 $a Influence of learning theories on research about computer technology applications in elementary classrooms.
300 $a 92 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0417.
500 $a Chair: George R. Bieger.
502 $a Thesis (Ed.D.)--Indiana University of Pennsylvania, 2004.
520 $a The purpose of the present study was to investigate the relationship between learning theories and research on computer technology applications in elementary classrooms from 1993 to 2002. The goal of the study was to check on the reciprocal relationship between learning theories and research, the development of new theories, the application of existing learning theories, and the convergent of existing learning theories, as well as the trend of theoretical influence in the past ten years.
520 $a A quantitative computer content analysis was conducted on research articles published between the years of 1993 to 2002. Four categories of learning theories were searched and coded: behaviorism, cognitivism, constructivism, and humanism; concepts and theories developed relating to the digital age educational paradigm were searched and coded under the category of educational technology.
520 $a General findings of the study include a positive relationship between learning theories and the research, a strong effort in the development of educational technology as a new theory explaining the new learning with computer technology based on the foundation of existing learning theories, and a relatively unchanged status regarding the influence from each of the learning theories over the years. The study also found humanism as a learning theory was extremely neglected in the research.
520 $a The study reached the following conclusions: (1) learning theories were playing an important role in the research; (2) strong effort may have been made in the development of a new theory in the concept of educational technology which was closely interconnected with existing learning theories; (3) the use of learning theories in the research was intensive and diverse; (4) the influence from various learning theories over the past ten years remained relatively stable; (5) cognitivism, constructivism, and educational technology had a stronger influence on the research than behaviorism and humanism; and (6) computer technology has not yet brought any major changes to the traditional learning culture where learning still remains the subject and the learner remains the instrument.
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