The second educational revolution: rethinking education in the age of technology

Collins, A.; Halverson, R.

doi:10.1111/j.1365-2729.2009.00339.x

Cited by 406Digital Education and SocietyEducational Technology in LearningEducation and Digital Technologies

The second educational revolution: rethinking education in the age of technology

Collins, A., Halverson, R.·2010·Journal of Computer Assisted Learning

DOI 10.1111/j.1365-2729.2009.00339.x

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Abstract

Abstract This paper drew upon a recent book (Rethinking Education in the Age of Technology) to summarize a number of prospects and challenges arising from the appropriation of digital technology into learning and educational practice. Tensions between traditional models of schooling and the affordances of digital media were noted, while the promise of these technologies for shaping a new system of education was reviewed. It was argued that new technology brings radical opportunities but also significant challenges. The urgency of seeking a coherent model for the future of education in a technological age was stressed.

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Digital technologies are essential teaching tools that contribute to the effectiveness of the learning process and foster interactive learning environments that enhance student motivation.
“many researchers agree that digital technologies are essential teaching tools that contribute tothe effectiveness ofthe learning process and foster interactive learning environments that enhance student motivation”
From A Study of Teachers’ Attitudes towards Digital Educational Technologies: a Qualitative Analysis (2026) · cites this paper as Collins and Halverson 2010
There is a growing movement to use assessments to capture learning trajectories and processes, shifting assessment from a summative measure of performance to an ongoing formative measure that informs just-in-time support.
“While assessments were used previously to measure the knowledge state of the learner, there is a growing movement to use assessments to capture learning trajectories and processes.Assessment shifts from being a summative measure of performance to an on going formative measure that informs just-in-time support (Collins & Halverson, 2010;Shute, 2011).”
From Evolution and Revolution in Artificial Intelligence in Education (2016) · cites this paper as Collins & Halverson, 2010

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Authors: Collins, A., & Halverson, R.
Affiliations: Northwestern University (US)
University of Wisconsin–Madison (US)
Corresponding author: Collins, A.
ORCID: Halverson, R.
Venue: Journal of Computer Assisted Learning
Publisher: Wiley
Published: 2010-01-12
Volume: 26
Issue: 1
Pages: 18-27
ISSN: 0266-4909 (ISSN-L)
1365-2729
DOI: 10.1111/j.1365-2729.2009.00339.x
OpenAlex: W2118087190
Cited by: 406
References: 16
Citations by year: 2026: 8 · 2025: 13 · 2024: 14 · 2023: 29 · 2022: 28 · 2021: 25 · 2020: 36 · 2019: 31 · 2018: 31 · 2017: 27 · 2016: 25 · 2015: 34 · 2014: 31 · 2013: 33 · 2012: 20
FWCI: 64.31
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Journal of Computer Assisted Learning (publishedVersion)
Topics: Physical Sciences › Computer Science › Information Systems › Digital Education and Society
Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
Social Sciences › Sociology and Political Science › Education and Digital Technologies
Keywords: educational technology, digital technology in education, future of education, digital media affordances, educational reform

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The second educational revolution: rethinking education in the age of technology

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