Learning Theory, technology and Practice

Learning Theory, technology and Practice

Stephan Petrina (University of British Columbia, Canada)
Copyright: © 2007 |Pages: 32
DOI: 10.4018/978-1-59904-337-1.ch006
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Abstract

Why do we use technologies in technology studies? Couldn’t we teach technology in a classroom without the complex lab and workshop infrastructures that characterizes technology studies? We could argue that this is by tradition; this is the way it always was. We could argue that we are involved in training students for occupations that use the technologies we use. We could argue that technology is naturally practical and demands that we offer practical activities. Tradition, vocation, or imitation. Not one of these three will get us very far. We could argue that students learn best when they are active; enactive experiences are best. With this argument, we verge on theoretical issues that underpin technology studies. However, neither experiencebased learning nor enactivism account for technologies in any adequate way. We need to retheorize learning theory to make it work for technology studies. Learning theories deal with specific notions of feelings, knowledge, and skills by addressing the problem of how we learn. Whether we are aware or not, our teaching practices are necessarily shaped by any number of learning theories. We are conditioned or socialized to express particular learning theories through years of participation in schooling and informal education. Sayings such as “we teach who we are” or “we teach how we were taught” suggest the power of our socialization into education. We are all products of our formal schooling and informal education.

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