<<< In beiden Ansätzen spielen Medien eine unterschiedliche Rolle.
In der klassischen Didaktik haben Medien die Aufgabe, den Inhalt optimal zu vermitteln und den Wissenstransfer optimal zu unterstützen.
In der konstruktivistisch orientierten Didaktik sind Medien wichtige Elemente von Lernumgebungen. Diese Lernumgebungen haben eine unterstützende Funktion bei der individuellen Konstruktion von Wirklichkeit und Rekonstruktion von Wissen.

Neues Lernen stellt eine Integration der Aneignungsdidaktik in die Lenkungsdidaktik dar.

Fosnot (1993) stellt die beiden Lernparadigmen als Gegensätze dar:

A Look at School Enviornments
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Traditional Classrooms	Constructivist Classrooms
Curriculum is presented part to whole, with emphasis on basic skills.	Curriculum is presented whole to part with emphasis an big concepts.
Strict adherence to fixed curriculum is highly valued.	Pursuit of student questions is highly valued.
Curricular activities rely heavily on textbooks an workbooks.	Curricular activities rely heavily on primary sources of data and manipulative materials.
Students are viewed as "blank slates" onto which information is etched by the teacher.	Students are viewed as thinkers with ermerging theories about the world.
Teachers generally behave in a didactic manner, disseminating information to students.	Teachers generally behave in an interactive manner, mediating the environment for students.
Teachers seek the correct answer to validate student learning.	Teachers seek the students` points of view in order to understand students` present conceptions for use in subsequent lessons.
Assassment of student learning is viewed as separate form teaching and occurs almost entirely through testing.	Assassment of student learning is interwoven with teaching and occurs through teacher observation of students at work and through student exhibitions and portfollows.
Students primarly work alone.	Students primarly work in groups.