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3.4 Principles for the Selection of Technology for Educational Uses 61

(5) Principle of Organization and Balance
• Technology should be well organized and well balanced in content.
• Purpose of the material should be clearly stated or perceived.
• There should be logical organization, clarity, and accordance with the
principles of learning such as reinforcement, transfer, and application in the
materials.

Key Points in This Chapter

(1) The kinds of instructional strategies that should be selected depend on learning
objectives and learning domains; the technologies should be aligned with
instructional strategies.
(2) In order to achieve the learning objectives, learners engage in learning
activities, such as inquiry, communication, construction, and knowledge
representation. Types of learning and pedagogies should be considered when
selecting appropriate technologies.
(3) Pedagogical approaches relevant to the selection of technologies include
practice and feedback approaches, representational approaches, collaboration
approaches, project-based approaches, inquiry-based approaches, and informal
and autonomous learning approaches.
(4) The principles for the selection of technology educational uses include the
principle of appropriateness, the principle of authenticity, the principle of cost,
the principle of interest, and the principle of organization and balance.

Learning Resources
Additional reading materials for project-based learning and inquiry-based learning:
The works of researchers Ronald W. Marx, Phyllis C. Blumenfeld, and Joseph S.
Krajcik on 02/tea.3660020315project based science in the Detroit (MI) schools are
a good example of a combination of both approaches.
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.458.4719&rep=rep1&
type=pdf

References

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A
revision of bloom’s taxonomy of educational objectives. London: Longman.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. London: Holt Rinehart and
Winston.
Bloom, B. S. (1971). Mastery learning. New York: Holt, Rinehart, & Winston.
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.
https://doi.org/10.2190/7HPQ-4F3X-8M8Y-TVCA.