In this paper, several recent theoretical conceptions of technology-mediated education are examined and a study of 2159 online learners is presented.
For example, he says at one point that the "instrumental conception" of technology – as a means to an end – is "correct", and the innocent reader nods in agreement.
The first time you see it in action is likely to be one of those moments that recalibrates your entire conception of technology.
The argument that technology neutral law requires compensation in the form of technology specific law is built on a relational conception of technology, and we explain that though technology in itself is neither good nor bad, it is never neutral.
This is in contrast to conceptions of smart technology that see it as providing increasingly precise centralized control over learning processes.
The goal of this chapter is to outline a theoretical and empirical perspective on how learners' conceptions of educational technology might influence their learning activities and thereby determine the power of computer-based learning environments.
Existing studies have shown how on occasion the design of technologies is clearly affected by conceptions of race, gender, age, and the like [20, 25].
The findings of the study demonstrated that teachers' knowledge and conception of using technology for teaching developed in three levels.
Since the conception of this technology, many researchers have made extensive studies about it, mainly focused to optimization and control; however some of the best advances have been developed by private industry.
Significant outcomes reveal that cohesive conceptions of the learning technologies tend to be related to more effective ways of using both the video-conferencing and learning management systems, and that both at the level of variables, and at the level of groups of students, these experiences tend to be related to relatively higher outcomes.
