Changing models for researching pedagogy with information and communications technologies.
This paper examines changing models of pedagogy by drawing on recent research with teachers and their students as well as theoretical developments. In relation to a participatory view of learning, the paper reviews existing pedagogical models that take little account of the use of information and co...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 1; pp. 53 - 68 |
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| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Feb2013
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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=104409989&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104409989 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2013 vid: 29 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104409989 84740582 10.1111/j.1365-2729.2011.00465.x 104409989 ppf: 53 ppct: 15 formats: tig: atl: Changing models for researching pedagogy with information and communications technologies. aug: au: Webb, M. affil: Department of Education and Professional Studies, King's College London, London, UK sug: subj: Education Research Models, Educational Educational Technology Learning Methods Human United Kingdom Action Research Conceptual Framework Computer-Assisted Instruction Education, Non-Traditional Educational Theory Faculty-Student Relations Educational Measurement Faculty Attitudes Learning Environment Professional Knowledge ab: This paper examines changing models of pedagogy by drawing on recent research with teachers and their students as well as theoretical developments. In relation to a participatory view of learning, the paper reviews existing pedagogical models that take little account of the use of information and communications technologies as well as those that are focused more specifically on technology-rich learning environments. A possible framework for understanding pedagogy is beginning to emerge, which can be applied to both face-to-face and online learning. This framework combines individual and group regulation of learning where pedagogical reasoning is transparent and shared between students, teachers, and others involved in students' learning. The framework needs to integrate the purposeful elements and sharing of roles characteristic of formative assessment in pedagogy as well as a learning culture that could enable supportive interaction. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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