Contextual learning theory: Concrete form and a software prototype to improve early education

A.J. Mooij

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    In 'contextual learning theory' three types of contextual conditions (differentiation of learning procedures and materials, integrated ICT support, and improvement of development and learning progress) are related to four aspects of the learning process (diagnostic, instructional, managerial, and systemic aspects). The resulting structure consists of 15 guidelines which are expected to improve instruction and learning across different situations. The present study was conducted to give concrete form to two general guidelines with respect to differentiation and five guidelines with respect to integrated ICT support. The products were a 'pedagogical-didactic kernel structure' and a general software prototype. In collaboration with three preschool teachers in The Netherlands, both products were used to give concrete form to a first guideline on improvement of development and learning progress in practice. This concerned an intake procedure on the estimation and use of children's entry characteristics by parents and preschool teacher. Information is given about improvement experiences in early educational practice. Further research and development steps are discussed.
    Original languageEnglish
    Pages (from-to)100-118
    Number of pages19
    JournalComputers & Education
    Volume48
    Issue number1
    Early online date2 Feb 2005
    DOIs
    Publication statusPublished - Jan 2007

    Keywords

    • Contextual Learning Theory
    • Educational design
    • Information and Communication Technology
    • School empowerment
    • Early childhood education
    • Integrating individual differences
    • Double diagnostics
    • School improvement

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