The theories of
affordances and constraints in relation to the use of technology in the
classroom are important because of their potential value in the learning
process. J. J. Gibson's theory of
affordances basically says that “affordances are the attributes that provide
potential for action, while constraints are the conditions and relationships between
attributes that provide structure and guidance for the course of actions.” Some
of the most important affordances in education today, online technologies,
allow for increase in communication and interaction capability. However, the
learning outcomes do not depend solely on technology. There are several factors
that contribute to the learning process such as the values and beliefs of the teacher
relating to the importance of this type of learning. It is also helpful that the
teacher understands the affordances of a range of technological tools and
resources and how they might best help students in making use of those affordances
in their learning interactions.
Technology tools and resources are affordances
that offer capabilities for learning support in the classroom. These types of
affordances can allow for collaborative learning and information retrieval.
Teachers can then help with the constraints by providing students with affordances
that motivate and engage them. They can also increase the degree of an
affordance, for example by prompting students to predict the results of an
assignment. Teachers can eliminate constraints by providing additional
information about the affordance, for example by explaining and demonstrating a
feature of software used with the assignment. An understanding of the
affordances and constraints is important as well as learning of the students’
attitudes in regards to using technology for educational purposes.
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