Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education

Ton Mooij

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    Abstract

    Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an interactional co-constructive process at various levels is considered. The diagnostic, instructional, management, and system aspects of the learning process can be stimulated and maximized. Second, differentiation of learning procedures and materials, design of integrating ICT support, and improvement of development and learning progress are recommended as contextual conditions to optimize the learning process. The combination of the learning aspects with these contextual conditions provides theoretical guidelines for the transition from a nondifferentiating system of education to a differentiating, ICT-based system of instructional management for all students. Information is given about the realization of two of the differentiation guidelines and all ICT design guidelines. The first products were used in kindergarten, to start the improvement of educational practice. This occurred in co-development with kindergarten teachers of three Dutch kindergartens. Information is given about the process and outcomes of this first transformation step in practice. Finally, next co-development steps are discussed.
    Original languageEnglish
    Pages (from-to)1499-1530
    Number of pages32
    JournalComputers in Human Behavior
    Volume23
    Issue number3
    Early online date12 Sep 2005
    DOIs
    Publication statusPublished - May 2007

    Keywords

    • Educational Design
    • Information and Communication Technology
    • Design-based Research
    • School empowerment
    • Integrating individual differences
    • School improvement
    • Curriculum and instruction
    • Double diagnostics

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