(Excerpts from D. Everett Project Paper, UNA, March 1, 2014)
Vygotsky's theory provides a solid foundation
for examining how children learn before they enter school and how this
knowledge relates to concepts learned at school. His socio-cultural approach to
educational theory and technology frameworks will afford teachers and learners
the pursuit of goals consistent with the best possible personalized learning. Such
personalization should address how students learning needs are assessed, what
students learn, and how they learn it. This approach also promotes more ways to
learn, more subjects to choose from and the flexibility various learning
methods would provide. Allowing learners to monitor and manage their own
progress will encourage an insatiable appetite for learning (Ballard &
Butler, 2011).
Disadvantages
(Excerpts from D. Everett Project Paper, UNA, March 1, 2014)
Vygotsky’s descriptions of developmental
processes were cited as being vague and speculative (Ormrod, 2012). Vygotsky’s
theory focused more upon the processes through which children develop rather
than the characteristics of that children of particular ages are likely to
demonstrate. For Vygotsky, cognitive, social, and motivational factors were
interrelated in development. However,
Ormrod points out that children’s reasoning skills do not necessarily appear at
the same ages in different cultures (2012, p. 321).