Defining Technology for Learning: Cognitive and Physical Tools of Inquiry

This essay explores definitions of technology and educational technology. The authors argue the following points: 1. Educational stakeholders, and the public at large, use the term technology as though it has a universally agreed upon definition. It does not, and how technology is defined matters. 2. For technology in schools to support student learning, it must to be defined in a way that describes technology as a tool for problem-solving. 3. Integration of technology, particularly when paired with teacher-centered practices, has the potential of reinforcing and heightening the negative consequences of a conception of learning that positions students as recipients of knowledge instead constructors of knowledge. Essay concludes with a call for leaders in the field of educational technology to provide guidance by adopting a definition that encapsulates the third point above

Developing PK-12 Preservice Teachers' Skills for Understanding Data-Driven Instruction Through Inquiry Learning

This article offers a description of how empirical experiences through the use of procedural knowledge can serve as the stage for the development of hypothetical concepts using the learning cycle, an inquiry teaching and learning method with a long history in science education. The learning cycle brings a unique epistemology by way of using procedural knowledge (“knowing how”) to enhance construction of declarative knowledge (“knowing that”). The goal of the learning experience was to use the learning cycle to explore “high tech” and “low tech” approaches to concept development within the context of statistics. After experiencing both, students recognized the value of high and low tech approaches to instruction. Given that statistical literacy is essential for engaging in PK-12 education, we argue that providing experiences that help preservice teachers understand statistical concepts while modeling effective pedagogical practices will help prepare them for planning instruction and teaching statistics concepts in PK-12 classrooms. This article provides an example of how to meaningfully incorporate statistics into a nonstatistics course for preservice teachers. Empirical experiences prior to introduction of mathematical and hypothetical concepts are necessary pedagogical practice