Digital Pedagogies for Future School Education: Promoting Inclusion

Autor/inn/en	Kearney, M.; Schuck, S.; Burden, K.
Titel	Digital Pedagogies for Future School Education: Promoting Inclusion
Quelle	In: Irish Educational Studies, 41 (2022) 1, S.117-133 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kearney, M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2021.2024446
Schlagwörter	Electronic Learning; Teaching Methods; Futures (of Society); Foreign Countries; Distance Education; Technology Uses in Education; Educational Technology; Student Needs; Inclusion; Elementary Secondary Education; Vignettes; Personal Autonomy; Educational Innovation; Disadvantaged; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Future; Society; Zukunft; Ausland; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Inklusion; Individuelle Autonomie; Instructional innovation; Bildungsinnovation; Australien
Abstract	This article develops four school education scenarios to help educators consider the role of digital technologies in future teaching and to provoke discussion of how education might be done differently. The context for these scenarios is a world shaped by the COVID-19 pandemic. The development of education scenarios is a useful device for thinking about the future and is often used as a methodology to stimulate discussion about possible variations in education. We use our empirical data from a recent study of Australian schools illustrating exemplary remote-teaching, to generate four alternative scenarios for future school education, with a particular focus on learning agency, and the level of educational technology use. We show how different contexts and different student needs are supported by each of the four scenarios. This set of scenarios challenges the common perception that remote learning is only effective through high end use of online technologies, and suggests there is a role for both student-led and teacher-led approaches, depending on the particular contexts. The article discusses the place of innovation in disadvantaged and technology-restricted contexts. It concludes with an analysis of the ways in which school education might respond to future challenges and opportunities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01