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What can research in cognitive psychology offer the growth of
educational technology and instructional media? Originally
published in 1988, this book argues that, for much of its history,
educational technology has been concerned with justifying and
verifying the basic assumption that the processes and products of
technology can improve instructional effectiveness. The result is
seen as a systems approach grounded in empiricism and the failure
to incorporate much important research in cognitive psychology. The
book argues that it is now time for educational technology to come
to terms with new ideas in cognitive, and particularly
constructivist, psychology and it both advocates and describes the
forging of new links between the two disciplines.
What can research in cognitive psychology offer the growth of
educational technology and instructional media? Originally
published in 1988, this book argues that, for much of its history,
educational technology has been concerned with justifying and
verifying the basic assumption that the processes and products of
technology can improve instructional effectiveness. The result is
seen as a systems approach grounded in empiricism and the failure
to incorporate much important research in cognitive psychology. The
book argues that it is now time for educational technology to come
to terms with new ideas in cognitive, and particularly
constructivist, psychology and it both advocates and describes the
forging of new links between the two disciplines.
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