Learning and teaching with technology (original) (raw)

E-Learning: Much More than a Matter of Technology

International Journal of e-Education, e-Business, e-Management and e-Learning, 2013

Education benefits of e-learning have been confirmed in numerous research studies. This paper focuses on Web 2.0 technologies, various e-learning systems and discussion of student attitudes toward utilizing these Web 2.0 technologies. The paper commences by reviewing the basic concepts of e-learning, Web 2.0 technologies, various e-learning systems and their roles, and provides a rich picture of the development in the area. Aiming to better understand and contribute to the utilizing Web 2.0 technologies in an online teaching and learning environment, we have used our university's online courses as an example to identify trends, changing expectations, evolving needs, the advantages, disadvantages, issues and opportunities of using technologies in e-learning. The paper concludes with findings that although technology comprises an important element of e-learning, successful e-learning commands more than just technologies. Other elements, which include appropriately designed courses, relevant, current content, reliable and strategic teaching plans, and service/support from all levels staff are also considered essential. Our paper offers an alternative dimension to the analysis and interpretation of the role of technologies in an e-learning environment.

Global Perspectives on E-learning: Rhetoric and Reality

The Turkish Online Journal of Distance Education

Global Perspectives on E-Learning: Rhetoric and Reality. Alison A. Carr-Chellman, editor. (2005). Thousand Oaks, CA: Sage Pub. Inc. 280 pp. 82.95(hardcover).82.95 (hardcover). 82.95(hardcover).41.95 (softcover). ISBN# 1-4129-0489-7.

E-Learning-‘Trick or Treat’? Using Technology for Teaching and Learning in a Tertiary Setting

2003

This paper is a critical analysis of current e-learning practice within a first year unit in the Faculty of Commerce at the University of Tasmania. It reflects on the changes in learning that have occurred over the last twenty years at a senior secondary level in Tasmania, then reviews and documents the nature of e-learning currently being employed at a tertiary level as experienced by the author. With over 20 years experience in using Information & Communication Technology (ICT) within a senior secondary educational environment the author was then appointed as a Lecturer to the University of Tasmania in July 2002. He was required to implement an e-learning program for a first year unit, Business Information Systems (BSA101) within the Commerce Faculty. Essentially, the paper is from a personal perspective and attempts to document what has occurred before the moment is lost.

E-Learning – a Wider Context of Study?

There is no age bar for the upgradation of the learning. To move ahead and to be successful an individual/organization must have an attitude of a change agent instead of resistance to change. The same applies in a discussion for the learning process. Therefore conventional modes of learning could be overcome through e-learning. There is a grey area between elearning and conventional learning. E-learning refers to the use of wide knowledge and information and gathering them for the wider use of learning across the world. E learners access the learning by using various technologies and gadgets especially by using hand held devices. The study seeks to identify the widely used technologies for learning purposes and how it could overcome the conventional learning and help in acquiring a wide range of information. The study was conducted on the experiences with technologies among the learners of Rajasthan through an online survey and an extensive review of literature was also done to supplement the empirical study. It was found that e-learning plays a vital role for the learners and a big scope existed for this mode of learning and for an individual's grooming and development and hence providing to be a wider concept of learning.

E learning: issues of pedagogy and practice for the information age

It is evident that information and communication technologies (ICT) have transformed our lives and reshaped the nature of everyday activities and contemporary times are often called the 'information age' or the 'knowledge society'. From banking to watching television, from wars to computer games, ordering groceries online and booking holidays, we employ the use of ICT to communicate and facilitate a myriad of pastimes. However, in the educational arena the advent of new technologies seems to have had a minimal impact. Indeed, there are many educators who have attempted to rethink the nature of their work and reconceptualize their curricula and pedagogies in light of the ways in which ICT can enable them to transform their practice. Yet, it is apparent that much of the education sector often seems to be in denial about the relevance of ICT and its implementation in educational contexts is tokenistic and introduced to appease stakeholders who demand access and innovation as their educational right. Clements, Nastasi and Swaminathan (1993) stated a decade ago that we were at a crossroads in terms of our use of computers in education. They noted that we could use them to reinforce existing practice or for catalysing educational innovation. This chapter is about taking the path of innovation. It is about reconceptualizing curricula and pedagogy and about transforming educational practice via the use of ICT in higher education contexts.

Challenges of e-Teaching: Contemporary Paradigms and Barriers

Research Journal of Information …, 2011

In this study we investigated the challenges of e-teaching in Higher Educational Institutions. With the advent of e-Learning tools, role of teachers have gone through phenomenal changes and teachingcommunity is struggling hard to tune up with contemporary requirements of mundane teaching modes called 'e-Teaching.' Research indicates that teachers hold different perceptions about the role of technology: behaviorist (instrumental) and constructivist (substantive). Behaviorists assert on the visible aspects of learning with no value-implications for society while constructivists emphases more on the intellectual progress of the learner and community. Whatever the paradigm, teachers are confronting multiple barriers in adopting newteaching styles including demographic differences, training problems and resistance to change etc.

Chapter 1: Conceptualizing e-Learning 1

E-Learning Ecologies, 2017

This book explores a phenomenon we call "e-learning ecologies". We use this metaphor because a learning environment is in some senses like an ecosystem, consisting of the complex interaction of human, textual, discursive and spatial dynamics. These take a coherent, systemic form. Traditional classrooms, with their linear arrangement of seating and desks, their lecturing teachers, their textbooks, their student workbooks, their classroom discussions are also learning systems. Moving from one of these classrooms to another, the modes of interaction are familiar and predictable because they are so systematically patterned. After a while, they seem "normal". However, these are strange human artifacts that were not put together into this configuration until the nineteenth century. They quickly became universal and compulsory sites of socialization of massinstitutionalized education. In terms of the long arc of human history, it was not until our the time of about our great, great grandparents that we first encountered these modern educational systems. But will these institutional forms survive long into the twenty-first century? Is it time for them to be reformed? And if change is to come, what will be the role of new technologies of knowledge representation and communication in bringing about change? This book explores transformations in the patterns of pedagogy that accompany elearning, or the use of computing devices to mediate or supplement the relationships between learners and teachers, to present and assess learnable content, to provide spaces where students do their work, and to mediate peer-to-peer interactions. Our thesis is this: e-learning ecologies may play a key part in the largest shift in the systems of modern education since their rise to dominance in the nineteenth century. Everything may change-configurations of space, learner-to-teacher and learner-tolearner relationships, the textual forms of knowledge to which learners are exposed, the kinds of knowledge artifacts that students create, and they way their outcomes of their learning are measured. Or, we may introduce a whole lot of technology into schools, and nothing changes in institutional or epistemic senses. Technology is pedagogically neutral. So our questions of e-learning ecologies becomes these: how can they be different? And, why should they be different? About this Book This book is a collaborative work, written by the members of the "new learning" research group coordinated by Bill Cope and Mary Kalantzis, including colleagues, postdocs and graduate students at the University of Illinois, some of whom have authored the chapters in this book. The work of the group has been in part conceptual, to create an analytical

Managing e-Learning: What are the Real Implications for Schools

This paper is concerned with the use of e-learning in secondary education. It is based on research that has taken place over a period of two years with students aged 14-16 (Key Stage 4). The paper considers the current research in e-learning and identifies the challenges faced by students, the changing role of the learner, and the impact elearning can have on students. The author argues that preparation needs to be carried out at the school level prior to introducing e-learning into the Key Stage 4 curriculum. It concludes by discussing the findings of the research which identifies a range of issues schools may want to consider, when embracing e-learning.