Weitere Artikel dieser Ausgabe durch Wischen aufrufen
There is now widespread recognition that digital technologies, particularly portable hand held devices capable of Internet connection, present opportunities and challenges to the way in which student learning is organized in schools, colleges and institutions of higher education in the 21st Century. Traxler, Journal of the Research Centre for Educational Technology, 6(1), 3–15 (2010) suggests such devices are pervasive and ubiquitous, conspicuous and unobtrusive, noteworthy and taken-for-granted with everyone typically owning one, using one and often having more than one. As a consequence it has been argued that the availability of such devices, controlled mainly by the student and not the teacher, has the potential to change the traditional dynamics and pedagogical patterns of the learning environment (Burden et al. 2012). Education institutions, however, typically remain organized around spatial and temporal considerations such as buildings, timetables, calendars and internal structures which are designed to classify and manage students. In the case study reported here students and faculty teaching staff from the College of Education in the Kuwait University were surveyed in order to assess their access to such technologies, their capability to use them effectively in support of achieving planned learning outcomes and the implications for change that could emanate from such findings.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
American Society for Training and Development. (2009). Transforming learning with Web 2.0 technologies. Virginia: ASTD Research.
Male, T. and Burden, K. (2013). Access Denied? Twenty-first Century Technology in Schools. Technology, Pedagogy and Education. Published on-line First on 16 December, 2013 - ID:864697. doi: 10.1080/1475939X.2013.864697
Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. (2012). iPad Scotland evaluation. Hull: University of Hull.
Courville, K. (2011). Technology and its use in education: Present roles and future prospects. Online Submission: ERIC. Accessed March, 2012.
Crook, C. (2008). Web 2.0 technologies for learning: the current landscape—opportunities, challenges and tensions. London: BECTA Research Reports.
Dede, C., & Barb, S. (2009). Emerging technologies for learning science: a time of rapid advances. Journal of Scientific Educational Technology, 18, 301–304. CrossRef
Giesbrecht, N. (2007). Connectivism: Teaching and Learning. Available at: http://sites.wiki.ubc.ca/etec510/Connectivism:_Teaching_and_Learning. Accessed July, 2012.
Helfand, D. (2013). Watering the Roots of Knowledge through Collaborative Learning. Chronicle of Higher Education. Available at: https://chronicle.com/article/Watering-the-Roots-of/140135/. Accessed March, 2014.
Ministry of Education. (2008). The national report: development of education in the State of Kuwait 2004–2008. Kuwait City: Ministry of Education.
National Institute of Education (NIE). (2013). A diagnostic study of education in Kuwait. Singapore: NIE.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. CrossRef
Selwyn, N. (2007). The use of computer technology in university teaching and learning: a critical perspective. Journal of Computer Assisted Learning, 23, 83–94. CrossRef
Siemens, G. (2009). Connectivism: A Learning Theory for the Digital Age. Available at: http://www.elearnspace.org/Articles/connectivism.htm. Accessed July, 2012.
Traxler, J. (2010). Will student devices deliver innovation, inclusion and transformation? Journal of the Research Centre for Educational Technology, 6(1), 3–15.
- Investigating the learning challenges presented by digital technologies to the College of Education in Kuwait University
- Springer US
Neuer Inhalt/© ITandMEDIA