Bruce & Levin's Taxonomy of Educational Technologies
In response to the lack of appropriate models of technology use which could be applied to new educational technologies, Bruce & Levin (1997) developed a way of classifying uses of educational technologies. This classification was based on a four-part division suggested years ago by John Dewey to explain natural learning "impulses": inquiry, communication, construction, and expression (Bruce & Levin, 1997). They then suggest different educational technologies, referred to as media, which can aid in each of these four modes of learning and discovery.
Full article: http://www.isrl.uiuc.edu/~chip/pubs/taxonomy/taxonomy.pdf
A. Media for Inquiry
1. Theory building--technology as media for thinking.
Model exploration and simulation toolkits
Visualization software
Virtual reality environments
Data modeling--defining categories, relations, representations
Procedural models
Mathematical models
Knowledge representation: semantic network, outline tools, etc.
Knowledge integration
2. Data access--connecting to the world of texts, video, data
Hypertext and hypermedia environments
Library access and ordering
Digital libraries
Databases
Music, voice, images, graphics, video, data tables, graphs, text
3. Data collection--using technology to extend the senses
Remote scientific instruments accessible via networks
Microcomputer-based laboratories, with sensors for temperature, motion, heart rate, etc.
Survey makers for student-run surveys and interviews
Video and sound recording
4. Data analysis
Exploratory data analysis
Statistical analysis
Environments for inquiry
Image processing
Spreadsheets
Programs to make tables and graphs
Problem-solving programs
B. Media for Communication
1. Document preparation
Word processing
Outlining
Graphics
Spelling, grammar, usage, and style aids
Symbolic expressions
Desktop publishing
Presentation graphics
2. Communication--with other students, teachers, experts in various fields, and people
around the world
Electronic mail
Asynchronous computer conferencing
Synchronous computer conferencing (text, audio, video, etc.)
Distributed information servers like the World-wide Web
Student-created hypertext environments
3. Collaborative Media
Collaborative data environments
Group decision support systems
Shared document preparation
Social spreadsheets
4. Teaching Media
Tutoring systems
Instructional simulations
Drill and practice systems
Telementoring
C. Media for Construction
Control systems--using technology to affect the physical world
Robotics
Control of equipment
Computer-aided design
Construction of graphs and charts
D. Media for Expression
Drawing and painting programs
Music making and accompaniment
Music composing and editing
Interactive video and hypermedia
Animation software
Multimedia composition
Media for Inquiry
| Instrument | Instrument Focus | Type of Instrument | Number of Questions | Source* | Comments** | Examples*** of Studies |
|---|---|---|---|---|---|---|
| Model exploration and simulation toolkits | Theory Building: Technology as media for thinking | |||||
Model exploration and simulation toolkits |
||||||
| Visualization software | ||||||
| Virtual reality environments | ||||||
| Data modeling--defining categories, relations, representations | ||||||
| Procedural models | ||||||
| Mathematical models | ||||||
| Knowledge representation: semantic network, outline tools, etc. | ||||||
| Knowledge integration |
Other similar Instruments
Bruce, B.C. & Levin, J. A. (1997). Educational technology: Media for inquiry, communication, construction, and expression. Journal of
Educational Computing Research, 17(1), 79-102.