Restructuring of educational systems in the digital age from a co-evolutionary perspective.
There have been repeated calls for restructuring of schooling to take advantage of information and communication technologies ( ICT). This article recognizes an increasing range of radical restructuring resulting from the co-evolution of education and digital technologies in school systems and relat...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 5; pp. 438 - 451 |
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| Autores principales: | , , |
| Formato: | case study tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104223681&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104223681 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2013 vid: 29 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104223681 90133324 10.1111/jcal.12032 104223681 ppf: 438 ppct: 13 formats: tig: atl: Restructuring of educational systems in the digital age from a co-evolutionary perspective. aug: au: Davis, N. Eickelmann, B. Zaka, P. affil: University of Canterbury College of Education e-Learning Lab sug: subj: Education Trends Information Technology Utilization Educational Technology Schools, Elementary Administration Schools, Middle Administration Schools, Secondary Administration Education, Non-Traditional Organizational Restructuring Diffusion of Innovation Computer-Assisted Instruction Change Management United States New Zealand Adaptation, Occupational ab: There have been repeated calls for restructuring of schooling to take advantage of information and communication technologies ( ICT). This article recognizes an increasing range of radical restructuring resulting from the co-evolution of education and digital technologies in school systems and related activity in the global ecosystem. Research of previously innovative schools that did not sustain their innovative strategies with ICT has also helped to clarify relevant factors including the importance of leadership. Davis' co-evolutionary framework is illustrated with case studies of sustained transformation enabled by blended and online learning in New Zealand and the USA. Transformations include decoupling of the roles of a class teacher, plus decoupling of the services provided by a single school into provision by networked organizations, including a virtual school and web-based services. The diversity of transformed educational ecosystems is linked to local and regional variations in culture and conditions. The article concludes that teachers in a range of roles will remain the keystone species of K-12 education also in the 21st century and recommends that this co-evolutionary framework is applied globally to increase equitable provision. pubtype: Academic Journal doctype: case study tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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