Open Universiteit

Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/6791
Title: Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education.
Authors: Mooij, Ton
Keywords: Educational Design
Information and Communication Technology
Design-based Research
School empowerment
Integrating individual differences
School improvement
Curriculum and instruction
Double diagnostics
Issue Date: 2007
Citation: Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education. Computers in Human Behavior, 23(3), 1499-1530.
Abstract: Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an interactional co-constructive process at various levels is considered. The diagnostic, instructional, management, and system aspects of the learning process can be stimulated and maximized. Second, differentiation of learning procedures and materials, design of integrating ICT support, and improvement of development and learning progress are recommended as contextual conditions to optimize the learning process. The combination of the learning aspects with these contextual conditions provides theoretical guidelines for the transition from a nondifferentiating system of education to a differentiating, ICT-based system of instructional management for all students. Information is given about the realization of two of the differentiation guidelines and all ICT design guidelines. The first products were used in kindergarten, to start the improvement of educational practice. This occurred in co-development with kindergarten teachers of three Dutch kindergartens. Information is given about the process and outcomes of this first transformation step in practice. Finally, next co-development steps are discussed.
URI: http://hdl.handle.net/1820/6791
Appears in Collections:1. LC: Publications and Preprints



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.