Editing Situated learning (section)

=== Rethinking education in the age of technology ===
In the 2009 article "Rethinking education in the age of technology", Collins & Halverson argued:

{{blockquote|text=The pedagogy of the lifelong-learning era is evolving toward reliance on interaction. Sometimes this involves interacting with a rich technological environment such as a computer tutor or a game on the web and sometimes with other people by means of a computer network. The pedagogy of computer tutors echoes the apprenticeship model in setting individualized tasks for learners and offering guidance and feedback as they work.<ref name=halverson>Halverson, A. C. (2009). Rethinking education in the age of technology. New York: Teachers College Press.</ref>}}

Situated learning is becoming more involved with technology in ways to help individuals learn information differently than they have in the past. The model of learning a skill through technology mimics how individuals learned in the past from a professional in that skill. In the past when individuals learned about a particular topic it was done in person, in a hands-on environment. Technology makes it possible to do these same things using a computer or any other similar device. Interaction through the computer between individuals is one more way to make situated learning more successful as well as give students an opportunity to have another venue through which to learn.  In fact,

{{blockquote|text=... an understanding of video games as learning environments is becoming increasingly important as gaming culture rivals schooling for the attention of children and adolescents across the world. James Paul Gee argues that the compelling nature of video game participation is in part due to the underlying social, cognitive, and developmental learning principles around which successful games are built. With this perspective, games and gaming can be a source for inspiration in building more effective learning environments.<ref>Halverson, A. C. (2009, p. 84.</ref>}}