Show simple item record

dc.contributor.authorSammel, Alison
dc.contributor.authorWeir, Katie
dc.contributor.authorKlopper, Christopher
dc.date.accessioned2017-05-03T15:44:51Z
dc.date.available2017-05-03T15:44:51Z
dc.date.issued2014
dc.date.modified2014-09-23T00:14:20Z
dc.identifier.issn21514755
dc.identifier.doi10.4236/ce.2014.52017
dc.identifier.urihttp://hdl.handle.net/10072/63049
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent216217 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherScientific Research Publishing
dc.publisher.placeUnited States
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom104
dc.relation.ispartofpageto113
dc.relation.ispartofissue2
dc.relation.ispartofjournalCreative Education
dc.relation.ispartofvolume5
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode130202
dc.subject.fieldofresearchcode13
dc.titleThe Pedagogical Implications of Implementing New Technologies to Enhance Student Engagement and Learning Outcomes
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by/3.0/
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 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.
gro.hasfulltextFull Text
gro.griffith.authorSammel, Alison J.
gro.griffith.authorWeir, Katie
gro.griffith.authorKlopper, Christopher


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record