🚀 go-pugleaf

As I have indicated in my postings in the past two days, I too
believe we must not constrain our understanding of technology to
computers - or even "hardware."

But I also take issue with Richard Buro's statement that "the
process and the end result will still be remarkably the same
whether we use computers or chalkboards."  I believe it has been
been generally accepted that the appropriate tools for
instruction are related to the type of learning outcome.
A chalkboard isn't much help in teaching people to ski or in
teaching them attitudes.  The "affordances" of various media
and various instructional strategies differ significantly
(see Norman's THINGS THAT MAKE US SMART, and several of his
other writings, as well as Kozma's (1991) excellent review of
media; also look for Jonassen's new book MINDTOOLS FOR SCHOOLS,
about to go to press).  While some tools produce generally
similar results and activate similar cognitive processes,
some tools do unique affordances, and may cultivate cognitive
processes that other tools do not (see Salomon, Perkins, &
Globerson, 1991, for example).

Peggy Cole
pcole@cudnvr.denver.colorado.edu