work better) and empirical( aimed at determining how CBI works) using both quantitative and qualitative methods.
Summary
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This second section has presented evidence for the effectiveness of the learning“ from” media and technology approach. Focusing on television and computerbased instruction, evidence was provided that media and technology can be effective tutors in K-12 schools, although the question of whether media and technology enable learning more than traditional classroom methods remains unresolved. Differences that have been found between technology as tutors and teachers have been modest and inconsistent. It appears that the larger value of media and technology as tutors rests in their capacity to motivate students, increase equity of access, and reduce the time needed to accomplish a given set of objectives.
With its firm foundation in behavioral psychology, the learning“ from” or tutorial approach to using media and technology in schools is well-established in the minds of many educators and the public at large. In fact, if the commercial success of integrated learning systems and many other tutorial programs is good evidence, many regard this approach as a sufficient way of introducing media and technology into the school curriculum. However, cognitive psychologists and constructivist educators have created quite different models. In the next section, we turn our attention to the learning“ with” or cognitive tools approach.
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