• http://www.ascilite.org.au/ajet/ajet21/jacobs.html

Gabriel Jacobs recants or at least converts his guarded optimism in 1992 for the prospect of technology to "allow learning truly to mesh with the free association characteristics of the human mind" to a harsh critique of the often naive acceptance by many that educational technology must be good because it encourages active or discovery-based learning.

His criticism is not so much leveled against technology per se but against constructivist learning theory. As he puts it, "constructivist epistemology calls for a multiplicity of perspectives such that learners have a range of options from which to construct their own knowledge. But many basic techniques and skills, and much knowledge, whether or not deeply understood by students, can be effectively taught only by explanation, not by promoting free exploration; otherwise one is building on sand."

His solution does not necessarily call for the outright abandonment of educational technology, but rather new ways of thinking about how one teaches, with or without technology. He writes,"Within the problematical interplay of technological change and educational values, a predicament which is qualitatively different from previous areas of disquiet in the history of education, and with which all educators are now obliged to grapple, any application of the time-honoured method of remembering before discovering will for my part be welcomed."

The essay is interesting both as a critique of constructivism and a particular way of deploying technology, but also as a potential critique of liberal education. To what extent do our students need a foundation of facts and skills before they can become critical thinkers?