Monsters and Mentors: Computer Applications for Humanistic Education

Schwartz, Helen J.

doi:10.2307/376828

Cited by 17 publications

(4 citation statements)

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“…She shows how Taylor's taxonomy reflects then-current views about the potential for technology in education, drawing obviously from the early work with Logo. Then, Helen Schwartz's (1982) taxonomy reveals insights from then-current research in science education, just as Thomas Barker and Fred Kemp's (1990) shows the influence of thinking about the social construction of knowledge and social aspects of learning. In each case, pedagogical philosophy becomes the guiding focus, rather than technology features abstracted from actual use.…”

Section: From World Models To Taxonomiesmentioning

confidence: 99%

Educational Technology: Media for Inquiry, Communication, Construction, and Expression

Bruce

Levin

1997

Journal of Educational Computing Research

143

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We describe a new way of classifying uses of educational technologies, based on a four-part division suggested years ago by John Dewey: inquiry, communication, construction, and expression. This taxonomy is compared to previous taxonomies of educational technologies, and is found to cover a wider range of uses, including many of the cutting-edge uses of educational technologies. We have tested the utility of this taxonomy by using it to classify a set of "advanced applications" of educational technologies supported by the National Science Foundation, and we use the taxonomy to point to new potential uses of technologies to support learning.

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Section: From World Models To Taxonomiesmentioning

confidence: 99%

Educational Technology: Media for Inquiry, Communication, Construction, and Expression

Bruce

Levin

1997

Journal of Educational Computing Research

143

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“…Simultaneously, a parallel line of research explored the impact of the then new writing medium, the word-processor, on the way that narrators thought and wrote (Collier, 1983; Daiute, 1983, 1985; Daiute & Kruidenier, 1985; Scardamalia, Bereiter, McLean, Swallow, & Woodruff, 1989; Schwartz, 1982). Where previously computers had been the domain of the military and research universities, in the late 1970s and early 1980s there was great excitement surrounding the proliferation of microcomputers and the concurrent introduction of word processing to home and school contexts (Hawisher, Leblanc, Moran, & Selfe 1996; Kidder, 1981/1997).…”

Section: Literature Reviewmentioning

confidence: 99%

How First-year Students Expressed Their Transition to College Experiences Differently Depending on the Affordances of Two Writing Contexts

Kreniske

2017

Computers and Composition

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Drawing on theory that positions writing as a social process, this study compares how two distinct contexts influenced the linguistic features of college students’ writing over time. In one context, students blogged and received comments, while in the other context students word-processed and received no comments. Systematic qualitative and quantitative analyses of these natural language posts and comments indicated the bloggers used greater rates of cognitive and intensifying expressions in their writing over time than students who word-processed. These results suggest that the affordances of the context influenced narrators’ expressive writing over time. The current findings have significance for scholars seeking to understand connections between interactive media, writing processes, and audience, and for college programs across the U.S. that provide support for first-year students.

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“…Discussions of categories focus on classifications of uses and objectives (Schwartz, 1982;Burns, 1987), empirical results of the use of word processors to improve writing (Hawisher, 1989), and critiques of the categories proposed (Ohmann, 1985;Kaplan, 1991;Hawisher and Selfe, 1990). The journal Computers and Composition devoted a recent issue to software (LeBlanc, 1992).…”

Section: Traditional Models Of Computer Support For Instructionmentioning

confidence: 99%