Abstract
The unimportant and often negative results of the introduction of technology into various educational settings are mainly due to scarce consideration given to a realistic and cognitively based epistemology of learning and to an analysis of educative settings in which technology should be inserted and used. I will explain these points briefly.
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Zucchermaglio, C. (1993). Toward a Cognitive Ergonomics of Educational Technology. In: Duffy, T.M., Lowyck, J., Jonassen, D.H., Welsh, T.M. (eds) Designing Environments for Constructive Learning. NATO ASI Series, vol 105. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-78069-1_13
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