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Article of Volume 4, Issue 2, June 2009

A knowledge-practice perspective on technology-mediated learning

Author: Kai Hakkarainen

Abstract: The purpose of the present paper is to examine the relations between Carl Bereiter’s and Marlene Scardamalia’s knowledge-building approach and social practices. It is argued that technology enhances learning through transformed social practices. In order to truly contribute to educational transformation, pedagogical approaches have to be embedded in locally cultivated “knowledge practices” that channel the participants’ intellectual efforts in a way that elicits collective advancement of knowledge. Consequently, knowledge advancement is not just about putting students’ ideas into the centre but depends on corresponding transformation of social practices of working with knowledge. Creation of cultures which advance knowledge presupposes sustained efforts of teacher-practitioners, collaborating with students and researchers, aimed at iteratively transforming prevailing knowledge practices toward more innovative ones.

Keywords: Epistemic artifact, Habitus, Knowledge building, Knowledge practice, Learning, Social practice, Trialogical approach

Citation: Hakkarainen, K. (2009) A knowledge-practice perspective on technology-mediated learning. ijcscl 4 (2), pp. 213-231

DOI: 10.1007/s11412-009-9064-x

Preprint: Acrobat-PDF hakkarainen_4_2.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-009-9064-x] including a link to the official electronic version.