Jonassen. D, et al. 2008. Meaningful Learning with Technology. 3rd Edition. Pearson Education. Upper Saddle River, New Jersey, pp1-12
Active (Manipulative/Observant):
Learning can be achieved when student's are actively engaged towards a particular task. Knowledge and understanding occurs through conventional and informal practice of 'play and work'. The learner is given the opportunity to manipulate the object or task, and then engage in observing the effects of what they have created or done.
Constructive (Articulate/Reflective):
Closely linked to active, or as Jonassen et al. puts it 'active and constructive...are sumbiotic', meaning in order for constructive to happen, active engagement must be accomplished. The learner must be able to say and write about what they have just learnt for meaning making to occur. By reflecting on such new experiences or knowledge, students can connect the new information to what they already know.
Intentional (Goal - Directed/Regulatory):
Meaningful learning can be establish with the learner understanding that what they are learning is goal-directed, as in if they wanted to successfully pass an assignment or exam, they must first understand the material, process it and reflect upon it. Students need to be reminded that what they learn is important, is relevant to them, and most noteworthy NECESSARY for their future.
Authentic (Complex/Contextual):
Teachers should teach in a way that's authentic to students. It's easy to just teach something to learners, but to teach in a way that they can process into reality is better equip for the achievement of meaningful learning. When students can adapt what they have learnt, let's say in Physics, to the explanations of daily tasks such as walking, running or jumping; then meaningful learning has occurred. Or when teachers create lessons that are hands-on and deal with real-life situations, that is when learners can process meaningful learning.
Cooperative (Collaborative/Conversational):
Collaborative work by students is an excellent way to gain meaningful learning into them. When students are in groups, they are able to share knowledge, compare opinions and come up with a 'common understanding' of a particular task. One way collaborative learning can be practice amongst students, is the use of technology. Technology will allows learners especially young learners to acknowledge various views of the world.
TECHNOLOGY AND THE STUDENT
Although significant these factors may be, the Jonassen et al. reading aims to highlight the use of technology as a tool to use along side student's learning. The notion that "student's learn with technology, not from (it)", is frequently highlighted to accentuate the fact that technology should not be a facility that teaches children, or where learners obtain information. This role should only be given to teachers, who are the vessels of guidance and information. Instead technology should be used in the classroom for the purpose of presenting what children already know into media, and dispersing this knowledge for others to compare their knowledge. Its important to note that technology gives students a creative platform and better understanding to what they are learning at school, and is facilitator for fostering learning through thinking about what they are doing and thinking about what others are thinking about.
