In this study, the potential of different technology‑supported learning environments for facilitating the development of deep conceptual knowledge and wisdom is discussed. The analysis shows that there are remarkable differences in the aims of distinct technology‑based learning environments. Some are focused on the rapid learning of facts and automatization of simple skills, whereas others are deliberately meant for supporting deep learning of complex concepts and knowledge structures. Even though wisdom development is not mentioned as an aim, the most advanced uses of technology in learning environments seem to include individual and social activities that are very similar to those emphasized in theories of wisdom.
© Portland Press Limited, 2010