Changing Models for Researching Pedagogy with Information and Communications Technologies
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| Title: | Changing Models for Researching Pedagogy with Information and Communications Technologies |
|---|---|
| Language: | English |
| Authors: | Webb, M. |
| Source: | Journal of Computer Assisted Learning. Feb 2013 29(1):53-67. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education |
| Descriptors: | Research Methodology, Models, Formative Evaluation, Teaching Models, Learning Processes, Aptitude Treatment Interaction, Educational Change, Active Learning, Inquiry, Instructional Innovation, Educational Practices, Discussion (Teaching Technique), Pedagogical Content Knowledge, Technology Uses in Education, Information Technology, Teaching Methods |
| ISSN: | 0266-4909 |
| Abstract: | 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. (Contains 6 figures and 1 note.) |
| Abstractor: | As Provided |
| Number of References: | 54 |
| Entry Date: | 2013 |
| Accession Number: | EJ1009143 |
| Database: | ERIC |
| Abstract: | 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. (Contains 6 figures and 1 note.) |
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| ISSN: | 0266-4909 |
