Teaching—Technology or Theory
Bibliographic Data
| ID | 8223058 |
|---|---|
| Authors | Joseph M Scandura (0000-0002-9525-143X, Florida State University, corresponding author) |
| Year | 1966 |
| Volume | 3 |
| Issue | 2 |
| Pages | 139-146 |
| Publication date | 1966-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312003002139 |
| OpenAlex | W2120698952 |
| Language | EN |
| Citations received | 2 |
| References cited | 12 |
The choice suggested in the title, Teaching-Technology or Theory, in actuality, is non-existent. The act of teaching, being a practical endeavor with practical aims, is clearly not theory. Although there may be some question, at present, as to whether teaching is best viewed as an art or as a technology, this controversy also is more imagined than real. Since relatively little is formally known about classroom teaching, it must of necessity be considered an art-subject to the ill-specified whims of the master practitioner (Davis, 1962). Yet, there currently are underway a number of significant attempts to develop teaching as a technology, based on underlying science and theory (Glaser, 1964). If unforeseen improvements are to be made in the instructional process at some point in the future, it must be by this means. Art is ageless; only science and related technologies are cumulative with time. A predominance of the artistic view may well insure that instruction during the twenty-first century will be little different from what it is today; science and technology, on the other hand, may drastically alter present-day conceptions. The purpose of this paper is to contrast teaching as a technology, based on a science of learning, and as a technology, based on a yet-to-bedeveloped theory of teaching. In the process, I will attempt to establish the need for one type of teaching theory, some of its characteristics, and the feasibility of its development independent of learning theory
Engineering ethics · Epistemology · Learning theory · Mathematics education · Point (geometry · Process (computing · Sociology · Subject (documents · Teaching method · Technology education · Computer Science · Digital Storytelling and Education · Education and Technology Integration · Engineering · Mathematics · Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0.03 |
| Citation span | 1967 - 1970 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |