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  • The Pedagogical Implications of Implementing New Technologies to Enhance Student Engagement and Learning Outcomes

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    94823_1.pdf (211.1Kb)
    Author(s)
    Sammel, Alison
    Weir, Katie
    Klopper, Christopher
    Griffith University Author(s)
    Sammel, Alison J.
    Weir, Katie
    Klopper, Christopher
    Year published
    2014
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    Abstract
    This paper reports the findings of research conducted by three teacher educators about the effects on teaching and learning from implementing a variety of digital technologies in their undergraduate courses. The aim of this study was to assess the degree to which certain university supported digital technologies assisted in promoting student engagement and participation in collaborative learning. The data are based on the semester long experiences of the three lecturers and their students. From this data emerged an ho-listic picture that highlights which of the implemented digital technologies constrains or enables particular ...
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    This paper reports the findings of research conducted by three teacher educators about the effects on teaching and learning from implementing a variety of digital technologies in their undergraduate courses. The aim of this study was to assess the degree to which certain university supported digital technologies assisted in promoting student engagement and participation in collaborative learning. The data are based on the semester long experiences of the three lecturers and their students. From this data emerged an ho-listic picture that highlights which of the implemented digital technologies constrains or enables particular pedagogical aspects such as communication of course requirements; student engagement, meaningful formative feedback; and deep connections between course elements. This picture assisted the authors in generating a matrix for implementing certain digital technologies that cater for diverse learning styles, and diversely experience an interest in using technology. The theoretical framework for building the matrix is based on Collins, Brown and Newman's (1990) Cognitive Apprenticeship Model. It is also underpinned by the suggestions that as "teachers" we too often overlook whether or not our students have the requisite skills to engage with technologies because of tacit assumptions about how this generation of students wants to learn. Likewise, the same can be said of those who provide professional development sessions for staff who are learning how to use new technologies and who often appear to make similar assump-tions.
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    Journal Title
    Creative Education
    Volume
    5
    Issue
    2
    DOI
    https://doi.org/10.4236/ce.2014.52017
    Copyright Statement
    © 2014 The authors and SciRes. This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
    Subject
    Curriculum and Pedagogy Theory and Development
    Education
    Publication URI
    http://hdl.handle.net/10072/63049
    Collection
    • Journal articles

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