Positioning design epistemology and its applications in education technology

Educational Technology and Society

Volumn 16, Issue 2, 2013, Pages 81-90

  Tsai, Chin Chung ^a   Chai, Ching Sing ^b   Wong, Benjamin Koon Siak ^b   Hong, Huang Yao ^c   Tan, Seng Chee ^b  

^a NATIONAL TAIWAN UNIVERSITY OF SCIENCE AND TECHNOLOGY   (Taiwan)

^b NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

^c NATIONAL CHENGCHI UNIVERSITY   (Taiwan)

Author keywords

Design; Educational technology; Epistemology

Indexed keywords

EID: 84876701464     PISSN: 11763647     EISSN: 14364522     Source Type: Journal    
DOI: None     Document Type: Article

References (55)

1. Anderson, J. (2010). ICT transforming education. Bangkok, Thailand: UNESCO.
2. Bate, F. (2010). A bridge too far? Explaining beginning teachers' use of ICT in Australian schools. Australasian Journal of Educational Technology, 26(7), 1042-1061.
3. Bendixen, L. D., & Feucht. F. C. (Eds.) (2010). Personal epistemology in the classroom: Theory, research and implications for practice. UK, Cambridge: Cambridge University Press.
4. Bereiter, C. (1994). Constructivism, socioculturalism, and Popper's world 3. Educational Researcher, 23(7), 21-23.
5. Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum.
6. Bereiter, C. (2009). Innovation in the absence of principled knowledge: The case of the Wright Brothers. Creativity and Innovation Management, 18(3), 234-241.
7. Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed., pp. 695-713). Mahwah, NJ: Lawrence Erlbaum.
8. Bereiter, C. & Scardmalia, M. (2010). Can children really create knowledge? Canadian Journal of Learning and Technology, 36(1). Retrieved from www.cjlt.ca/index.php/cjlt/article/download/585/289
9. Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. New York, NY: HarperCollins.
10. Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
11. Castells, M. (2005). The network society: From knowledge to policy. In M. Castells & G. Cardoso (Eds.), The Network Society: From Knowledge to Policy (pp. 3-22). Washington, DC: Johns Hopkins Center for Transatlantic Relations
12. Caws, P. (1997). Yorick's World: Science and the knowing subject. Berkeley, CA: University of California Press.
13. Chai, C. S., & Lim, C. P. (2011). The internet and teacher education: Traversing between the digitized world and schools. The Internet and Higher Education, 14, 3-9.
14. Chai, C. S., Wong, L. H., Gao, P., & Wang, Q. (2011). Towards a new era of knowledge creation: A brief discussion of the epistemology for knowledge creation. International Journal of Continuing Engineering Education and Life-long Learning, 21(1), 1-12.
15. Cross, N. (2006). Designerly ways of knowing. Boston, MA: Birkhauser.
16. Deng, F., Chen, D., Tsai, C.-C., & Chai, C. S. (2011). Students' views of the nature of science: A critical review of research. Science Education, 95, 961-999.
17. diSessa, A. (1993). Towards an epistemology of physics. Cognition and Instruction, 10, 105-225.
18. Dufour, P. (2010). Supplying demand for Canada's knowledge society: A warmer future for a cold climate? American Behavioral Scientist, 53(7), 983-996.
19. Duschl, R.A. (1990). Restructuring science education. New York, NY: Teachers College Press.
20. Edwards, D. (2008). Artscience: Creativity in the post-google generation. Cambridge, MA: Harvard University Press.
21. Elby, A., & Hammer, D. (2010). Teachers' personal epistemology and its impact on classroom teaching. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 409-434). Cambridge, MA: Cambridge University Press.
22. Engestrom, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrom, R. Miettinen, & R. L. Punamaki (Eds.), Perspectives on activity theory (pp. 19-38). Cambridge, MA: Cambridge University Press.
23. Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration. Educational Technology Research and Development, 53(4), 25-39.
24. Fry, T. (2009). Design futuring: Sustainability, ethics, and new practice. Oxford, UK: Berg.
25. Granovetter, M. (1983). The strength of weak ties: A network theory revisited. Sociological theory, 1, 201-233.
26. Hammer, D. M., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
27. Hogan, D., & Gopinathan, S. (2008). Knowledge management, sustainable innovation, and pre-service teacher education in Singapore. Teachers and Teaching: Theory and Practice, 14(4), 369-384.
28. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
29. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
30. Hofer, B. K. (2010). Personal epistemology in Asia: Burgeoning research and future directions. The Asia-Pacific Education Researcher, 19(1), 179-184.
31. Hsu, S. (2011). Who assigns the most ICT activities? Examining the relationship between teacher and student usage. Computers & Education, 56(3), 847-855.
32. Jonassen D. H. (2000). Computers as mindtools for schools. Upper Saddle River, NJ: Merrill.
33. Jonassen, D.H., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, NJ: Pearson.
34. Law, N., Lee, Y., & Yuen, H. K. (2009). The impact of ICT in education policies on teacher practices and student outcomes in Hong Kong. In F. Scheuermann & F. Pedro, Assesing the effects of ICT in education- Indicators, criteria and benchmarks for international comparisons (pp. 143-164). European Union, France: OECD.
35. Martin, R. (2009). The opposable mind: Winning through integrative thinking. Boston, MA: Harvard Business Press.
36. Macdonald, G., & Hursh, D. (2006). Twenty-first century schools: Knowledge, networks and new economies. Rotterdam, The Netherlands: Sense Publication.
37. Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company. New York, NY: Oxford University Press.
38. Oshima J. (1998). Differences in knowledge-building between two types of networked learning environments: An information analysis. Journal of Educational Computing Research, 19(3), 329-351.
39. Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor- An emergent epistemological approach to learning. Science & Education, 14, 535-557.
40. Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557-577.
41. Partnership for 21st century skills, (2011). Framework for 21st Century Learning. Retrieved from http://www.p21.org/overview/skills-framework
42. Pink, D. H. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: Riverhead.
43. Popper, K. (1978). Three worlds. Retrieved from The University of Utah, Tanner Humanities Center website: http://www.tannerlectures.utah.edu/lectures/documents/popper80.pdf
44. Rosenberg, S., Hammer, D., & Phelan, J. (2006). Multiple epistemological coherences in an eighth-grade discussion of the rock cycle. The Journal of the Learning Sciences, 15(2), 261-292.
45. Rowland, G. (2004). Shall we dance? A design epistemology for organizational learning and performance. Educational Technology Research and Development, 52(1), 33-48.
46. Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 97-115). New York, NY: Cambridge University Press.
47. Schommer-Aikins, M., Bird, M., & Bakken, L. (2010). Manifestations of an epistemological belief nsystem in preschool to grade twelve classrooms. In L. D. Bendixen & F. C. Feucht (Eds.). Personal epistemology in the classroom: Theory, research and implications for practice (pp. 124-162). UK, Cambridge: Cambridge University Press.
48. Schön, D. (1983). The Reflective Practitioner. London, UK: Temple Smith.
49. Simon, H. (1996). The Sciences of the Artificial (3rd ed). Cambridge, MA: MIT Press.
50. Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning. In Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409-426). New York, NY: Cambridge University Press.
51. Tsai, C.-C. (2004). Beyond cognitive and metacognitive tools: The use of the Internet as an "epistemological" tool for instruction. British Journal of Educational Technology, 35, 525-536.
52. Valimma, J., & Hoffman, D. (2008). Knolwegde society discourse and higher education. Higher Education, 56, 265-285.
53. Wong, B., & Chai, C. S. (2010). Asian personal epistemologies and beyond: Overview and some reflections. The Asia-Pacific Education Researcher, 19(1), 1-6.
54. Yang, F.-Y., & Tsai, C.-C. (2010). An epistemic framework for scientific reasoning in informal contexts. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research and implications for practice (pp. 124-162). Cambridge, UK: Cambridge University Press.
55. Zhang, J., Hong, H.-Y., Scardamalia, M., Teo C. L., & Morle, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. Journal of Learning Sciences, 20(2), 262-307.