In the coda chapter of the special issue on second language (L2) practice and cognitive psychology, we proposed a theoretical framework for optimizing and researching L2 practice (Suzuki, Nakata, & DeKeyser, 2019). Rogers and Leow's commentary (2020) raised three potential issues regarding this framework, and the present response article aims…

Jan Herrington is a Professor of Education at Murdoch University in Perth, Western Australia, where she teaches educational technology in the School of Education, including a compulsory first year unit called "Living and Learning with Technology." She has been active in the promotion and support of the effective use of educational…

This response to Leah A. Bricker and Phillip Bell's paper, "GodMode is his video game name", examines their assertion that the social nexus of gaming practices is an important factor to consider for those looking to design STEM video games. I propose that we need to go beyond the investigation into which aspects of games play a role in learning,…

In this regular feature of "Educational Technology," Michael F. Shaughnessy and Susan M. Fulgham present their interview with Ryan Watkins, Associate Professor of Educational Technology at the George Washington University and the author of 10 books and more than 95 articles. In this interview, Watkins discusses the following topics:…

The article suggests that stakeholders involved in quality development need a specific competence, called quality literacy, in order to successfully improve learning processes. We introduce and describe quality literacy as a set of competencies that are needed for professional quality development. Quality literacy emphasises the importance of…

This paper addresses many theories of learning and human development which are very similar with regards as to how they suggest learning occurs. The differences in most of the theories exist in how they treat the development of the learner compared to methods of teaching. Most of the major learning theories taught to educators today are based on…

Recent years have seen the emergence of Web2.0, in which users are not only passive recipients of the featured content, but actively engaged in constructing it. Sites such as "Facebook" and "Myspace" are typical examples of this, as are blogs that allow users to present themselves online, to write about their daily lives or even to establish…

In this article, the author responds to Dr. Shoemaker's review of her recent book. Their disagreement lies in differing definitions of collaborative learning. Dr. Shoemaker describes collaborative processes as privileging the affective over the cognitive, and minimizing engagement with content. He notes that the author supports the involvement of…

Discusses three assumptions that relate to constructivism and instructional design which are based on articles in an earlier issue: (1) an emphasis on learning rather than on performance and instruction; (2) the changing role of technology for promoting learning rather than to teach content; and (3) the changing roles of instructional designers.…

Discusses theories of constructivism, educational technology, and instructional design that were raised in an earlier issue. Topics discussed include process versus content of learning; collaboration; prespecification of knowledge in building instruction; and the design of learning environments. Two examples contrasting objectivist and…

Arguing that technology in education can free teachers to teach, this paper reviews the literature and discusses both the role of the teacher as a facilitator who uses judicious applications of educational technology to ensure that student learning is maximized, and the effects of various factors such as emotional problems and nutritional…

This article presents an empirical context for evaluating the instructional appropriateness of interactive video design and challenges the perspective that places technical capabilities and limitations foremost in prescribing teaching systems. Technology and learners must interact in ways that benefit and optimize the capabilities of both. (MT)

Educators may not want to avoid technology altogether, but it must be approached with circumspection and investigation in order for it to be applied properly. (SK)

The Languages Review Consultation Report recommends exploiting the potential of communications technology for the enhancement of curricular offerings. Newly developed instructional software is credited with opening doors to the cultures of young people while serving as an infinitely patient and supportive tutor. Thus, in the UK as in the US,…

This response to criticism of a previous article discusses the ways in which learners exist in and move through communities and how changing locations affect learning processes. Topics addressed include prior knowledge; practice-based, situated learning; political philosophy; learning as a social practice; and implications for the design of…