Effective and Ineffective Uses of Emerging Technologies: Towards a Transformative Pedagogical Model

Autor/in	Ng'ambi, Dick
Titel	Effective and Ineffective Uses of Emerging Technologies: Towards a Transformative Pedagogical Model
Quelle	In: British Journal of Educational Technology, 44 (2013) 4, S.652-661 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12053
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Technological Advancement; Higher Education; National Surveys; College Faculty; Technology Integration; Teaching Methods; Social Influences; Cultural Influences; Sociocultural Patterns; Teacher Attitudes; Internet; Web 2.0 Technologies; Telecommunications; Social Networks; Educational Games; Questionnaires; Web Based Instruction; Computer Mediated Communication; South Africa + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technological development; Technologische Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Einfluss; Cultural influence; Kultureinfluss; Soziokulturelle Theorie; Lehrerverhalten; Telekommunikationstechnik; Social network; Soziales Netzwerk; Educational game; Lernspiel; Fragebogen; Web Based Training; Computerkonferenz; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Although there is an increasing use of emerging technologies (ETs) in higher education internationally and in South Africa in particular, there is little evidence that their use is transforming teaching and learning practice. Anecdotal evidence shows that there is a dichotomy between the technologies supported and used in higher education institutions (HEIs) on one hand, and technologies owned and predominately in use among students. Thus, the gulf between technologies supported and used for teaching and the technologies used by students for learning has created pressure for educators to "play catch-up," resulting in a continuum of pedagogically ineffective to effective uses of ETs. This paper argues that pedagogically sound uses of ETs leverage the broader context of existing practices (cultural-historical context) to design learning activities that transform both the teaching and learning practices. The paper draws data from a national survey on uses of ETs among educators in higher education to propose a pedagogical model of use that has the potential to transform practice. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10