Publication 3187

Bopry J. (2001) Convergence toward enaction within educational technology: Design for learners and learning. Cybernetics & Human Knowing 8(4): 47–63.
Educational technology is firmly grounded in the rational tradition. However, there are growing numbers of educational technologists who consider themselves constructivist in orientation. In this paper I look at design in the field of educational technology through the lens of an enactive constructivist framework in order to locate trends that suggest a convergence with the enactive position as explicated in the works of Humberto Maturana and Francisco Varela. The enactive position provides a coherent framewok within which to guide constructivist practice.
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