30 quotes from The Wiley Handbook of Learning Technology

1. “… a process in which individuals take the initiative, with or without the help of others, in

diagnosing their learning needs, formulating learning goal, identifying human and material

resources for learning, choosing and implementing appropriate learning strategies, and

evaluating learning outcome.” (Knowles, 1957, p. 15).

2. “ Two important and complementary sub processes in SRL (Self-regulated and self-directed

learning) are monitoring and control ” (Nelson & Narens, 1990, pp. 125 – 173).

3. “Educational technology is a design field, and thus, our paramount goal of research should be

solving teaching, learning, and performance problems, and deriving design principles that can

inform future decisions. Our goal should not be to develop esoteric theoretical knowledge that

we expect practitioners to apply. This has not worked since the dawn of educational technology,

and it won't work in the future.” (Reeves, 2005, pp. 296-305).

4. “more empirical, more grounded theoretically.” (Halverson, 2012, p. 398).

5. “traditional and new technologies that can be integrated into curriculum” (Koehler et al.,

2014, p. 102).

6. “ [in today’s classrooms] the teachers' job is to coach and guide… by asking good questions,

providing context, ensuring rigor, and evaluating the quality of students' work.” (Prensky, M.,

2010, p. 5).

7. “Knowledge is not a copy of reality. To know an object, to know an event, is not simply to look

it and make a mental copy or image of it. To know an object is to act on it. To know is to modify,

to transform the object, and to understand the process of this transformation, and as a

consequence to understand the way the object is constructed.” (Piaget, J. 1964, p. 86).
8. “Within most of our lifetimes pretty much all learning will become truly learner-centered and

fun-fun for students, fun for trainers and teachers, fun for parents, supervisors administrators

and executives.” (Prensky, 2002, p. 4).

9. “when used intentionally with children to extend and support active, hands-on, creative, and

authentic engagement with those around them and with their World.” (NAEYC, 2012, p. 11).

10. “most of the today’s technologies for young children are playpens and not playgrounds.” (Bers,

2012, p. 23).

11. “…assemble meaning independently and make a coherent whole out of the narratives they

encounter. The organization of meaning is not pre-structured or pre-defined but evolves

through the complex negotiation of narrative nodes that act as catalysts for meaning-making.”

(Pachler & Daly 2009, p.15).

12. “opportunities for concrete experiences capable of generating a personal conviction that a

given technology is worth using and an understanding of the contexts in which it is best used ”

(Kukulska-Hulme, 2012, p.54).

13. “Media are mere vehicles that deliver instruction but do not influence student achievement

any more than the truck that delivers our groceries causes changes in our nutrition.” (Clark,

1983, p.445).

14. “without a home-school relation hip that provides enabling conditions for the child, without a

joint view, many low-income children experience material constraints that establish barriers,

rather than pathways for success in schooling” (Panofsky & Vadeboncoeur, 2012, p. 196).

15. “a set of related knowledge, skills, and attitudes that enable an individual to effectively

perform the activities of a given occupation [,] ... job function [or a learner] to the standards

expected in employment [or for learning].” (Klein et al., 2004, p. 14).

16. “far too much instruction is still no effective, no efficient, and not engaging.” (Merrill, 2008, p.

162).

17. “Humans are now able not only to reinterpret the perception of their world but also to find out

more about the tools they used (to reinterpret) and the impact these tools have.” (Erstad &

Wertsch, 2008, p. 21).

18. “Mental functioning is situated in a cultural space... psychological tools ... "signs", and

technical tools ... can be seen as a cultural tool and speech as a form of mediated action.” Erstad

& Wertsch, 2008, p. 26).

19. “repetition and thus toward habit formation” (Houser, 2013, p. 13).

20. “given rise to a generation of students who have never known life without a computer.”

(Glenn, 2008, p. 18).

21. “It is a framework which changes with each new technology and not just the picture within the

frame.” (McLuhan & Zingrone, 1997, p. 273).

22. “Despite the possibility of rescuing serious games under the definition I have just offered, I do

not want to preserve that name. Instead, I would like to advance persuasive games as an

alternative whose promise lies in the possibility of using procedural rhetoric to support or

challenge our understanding of the way things in the world do or should work.” (Bogost, 2011,

2007, p.59).

23. “is undeniable that all artifacts are make or used for a purpose, and so hove a function of some

kind. Different functions, rather, refer to different properties of artifacts, so that any particular

artifact could have all of these functions in different contexts” (Lawson, 2008, p.52).

24. “… a discipline devoted to techniques or ways to make learning more efficient based on

theory… The purpose of instructional technology is to affect and effect learning.” (Seels &

Richey, 1994, p.1).

 25. “while technology been lauded for potentially democratizing access to information,

educational use remains fraught with issues of literacy, misinterpretation, and propagandizing”

(Hannafin & Hill, 2007, p. 526).

26. “The last 40 years have seen an ever-repeating cycle of hope and hype, adoption of much

heralded new tools or methods, lack of evidence of positive educational outcomes and

subsequent transfer of enthusiasm to the next development.” (Colin Latchem, 2014, p.5).

27. “...[Reflecting] an unswerving faith in the technology's capacity to improve education and most

other things in society, often coupled with a sense of inevitability concerning the growth and

use of computer technology.” (Bigum & Kenway, 1998, p.378).

28. “ Are teachers becoming the nobodies of pedagogical work? ” (McWilliam & Taylor, 1998,

p.29).

29. “the work of a teacher is at variance with that which has predominated in our time. His [sic]

public appearances as classroom entertainer, expositor, critic, and debate no longer seem

important. His principal job is truly "the facilitation of learning in others." He becomes an

educational engineer, a contingency manager ... A new kind of teacher is in the making. To the

old kind, I, for one, will be glad to say, "Good-bye!"” (Keller, 1968, pp.88-89).

30. “by embedding surveillance into pedagogical apparatus, young people are being habituated to

unprecedented levels of scrutiny and control.” (Emmaline Taylor, 2013, p.9).

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