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Published in: Technology, Knowledge and Learning 1/2015

01-04-2015 | Editorial

Disruptive Technologies Affecting Academia and Professional Practice: An Introduction to the Special Section

Author: Dirk Ifenthaler

Published in: Technology, Knowledge and Learning | Issue 1/2015

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Excerpt

Almost every educational organisation throughout the world is tempting to accommodate new ways of digital learning, using disruptive technologies. Technologies such as Learning Analytics, Virtual Assistants, Augmented Reality, or Badges are recognized as the key drivers to transform the way that individuals, groups and organizations learn (Sampson et al. 2014; Huang et al. 2013; Spector 2012; Johnson et al. 2013; Ifenthaler and Widanapathirana 2014). However, empirical research also shows that learners often struggle while confronted with digital learning environments and educators lack competencies how to implement emerging technologies for learning and instruction in a meaningful way (Ifenthaler et al. 2014; Ertmer 2005; Ifenthaler and Schweinbenz 2013). …

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Literature
go back to reference Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.CrossRef Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.CrossRef
go back to reference Huang, R., Kinshuk, & Spector, J. M. (Eds.). (2013). Reshaping learning. Frontiers of learning technology in a global context. New York: Springer. Huang, R., Kinshuk, & Spector, J. M. (Eds.). (2013). Reshaping learning. Frontiers of learning technology in a global context. New York: Springer.
go back to reference Ifenthaler, D., Spector, J. M., Sampson, D. G., & Isaias, P. (2014). Advances in cognitive psychology, educational technology and computing: An introduction to the special issue. Computers in Human Behavior, 32, 290–291. doi:10.1016/j.chb.2013.08.018.CrossRef Ifenthaler, D., Spector, J. M., Sampson, D. G., & Isaias, P. (2014). Advances in cognitive psychology, educational technology and computing: An introduction to the special issue. Computers in Human Behavior, 32, 290–291. doi:10.​1016/​j.​chb.​2013.​08.​018.CrossRef
go back to reference Ifenthaler, D., & Widanapathirana, C. (2014). Development and validation of a learning analytics framework: Two case studies using support vector machines. Technology, Knowledge and Learning, 19(1–2), 221–240. doi:10.1007/s10758-014-9226-4.CrossRef Ifenthaler, D., & Widanapathirana, C. (2014). Development and validation of a learning analytics framework: Two case studies using support vector machines. Technology, Knowledge and Learning, 19(1–2), 221–240. doi:10.​1007/​s10758-014-9226-4.CrossRef
go back to reference Johnson, L., Adams Becker, S., Cummins, M., Freeman, A., Ifenthaler, D., & Vardaxis, N. (2013). Technology outlook for Australian tertiary education 2013–2018: An NMC horizon project regional analysis. Austin, TX: The New Media Consortium. Johnson, L., Adams Becker, S., Cummins, M., Freeman, A., Ifenthaler, D., & Vardaxis, N. (2013). Technology outlook for Australian tertiary education 2013–2018: An NMC horizon project regional analysis. Austin, TX: The New Media Consortium.
go back to reference Sampson, D. G., Ifenthaler, D., Isaias, P., & Spector, J. M. (2014). Digital systems for open access to formal and informal learning. In D. G. Sampson, D. Ifenthaler, J. M. Spector, & P. Isaias (Eds.), Digital systems for open access to formal and informal learning (pp. 1–7). New York: Springer.CrossRef Sampson, D. G., Ifenthaler, D., Isaias, P., & Spector, J. M. (2014). Digital systems for open access to formal and informal learning. In D. G. Sampson, D. Ifenthaler, J. M. Spector, & P. Isaias (Eds.), Digital systems for open access to formal and informal learning (pp. 1–7). New York: Springer.CrossRef
go back to reference Spector, J. M. (2012). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. New York: Taylor and Francis. Spector, J. M. (2012). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. New York: Taylor and Francis.
Metadata
Title
Disruptive Technologies Affecting Academia and Professional Practice: An Introduction to the Special Section
Author
Dirk Ifenthaler
Publication date
01-04-2015
Publisher
Springer Netherlands
Published in
Technology, Knowledge and Learning / Issue 1/2015
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI
https://doi.org/10.1007/s10758-014-9242-4

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