Figure - uploaded by Louise Starkey
Content may be subject to copyright.
Source publication
Technology Enhanced Learning (TEL) has become increasingly important on the agendas of education policy makers, school leaders and teachers around the world. The policy level rationale for emphasizing TEL is not only to improve learning outcomes, but to also transform the learning process to foster new capabilities that are needed for life and
wor...
Similar publications
The paper investigates the awareness of universities about digital literacy as the key driver in their digitalization. In the globalized and volatile world, the universities are faced with huge economic, technical, cultural and demographic challenges that require changes in the management of these institutions. For adapting to these challenges, uni...
Citations
... 2. Identify a core set of quality indicators for technology-enhanced teaching and learning at the different levels based on the above conceptual framework. 3. Develop a preliminary mapping of the indicators to existing cross-national studies, and common national/institutional monitoring and evaluation mechanisms (Law et al. 2015). ...
... There needs to be research on methodologies to identify key interdependencies, the state of alignment, and effective mechanisms for self-organising alignment. A preliminary proposal for the design of a multilevel system of quality technology-enhanced learning and teaching indicators based on the MLMS model was discussed at the EDUsummIT 2015 ( Law et al., 2015) and further elaborated in ( Law et al., 2016). ...
Available at: https://bit.ly/2HejXi0
-
Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on key areas of pedagogy. In particular, each chapter addresses a pedagogical dimension that together offers a conceptual framework for action. This framework moves beyond a fragmented focus on specific innovations. In doing so, it helps explain how innovative pedagogies may be developed, applied and scaled. Amelia Peterson’s first contribution shows how fundamental purpose is to pedagogy, while Hanna Dumont’s section explores adaptive teaching as a cross-cutting concept over a range of different pedagogical approaches. Then the paper moves to discuss the importance of understanding pedagogies as combinations, which Amelia Peterson defines as two layers: one combining discrete teaching practices and another that combines approaches to meet long-term educational goals. Marc Lafuente looks first at content domains (mathematics, non-native languages, and socio-emotional learning) and how they relate to pedagogies. He then contributes to the thinking on “new learners” and technology, as important context influencing pedagogical choices and implementation. The final section by Nancy Law is focused on change, through the particular prism of technology-enhanced pedagogical innovations. Her analysis moves towards a theory of change that takes account of the need for alignment at the different levels of the educational system.
This paper reports on interesting outcomes from the pilot initiative that deployed the SELFIE tool in a sample of 201 schools in Italy, involving a population of more than 31,000 school leaders, teachers and students. Developed by the European Commission's Joint Research Centre, SELFIE is based on the conceptual framework for Digitally-Competent Educational Organizations (DigCompOrg) and it aims at supporting schools to self-reflect on their digital capacity. Results show variance in the school leaders', teachers' and students' perception of their school's digital competence and different levels of use of digital technology. The paper also discusses the issue of the systemic approach needed to integrate, sustain and scale-up SELFIE in compulsory education, drawing some practical implications for other schools willing to adopt and adapt SELFIE to their local context.
A key focus at the Thematic Working Group 6 on Creativity in a Technology Enhanced Curriculum at EDUsummIT 2015 in Bangkok, was on building an understanding of areas of intersection of creativity and technology in teaching and learning, and identifying ways that creativity can become more deeply integrated into technology-‐rich curriculum for teachers and students within developed and developing contexts. A main part of the rationale for this lies in the vital role that creativity plays as a principal driver for much of the growth, development, and new innovations that have occurred throughout human history and society, as well as the increasing need for it to address problem solving and learning in our complex world. Contemporary technologies provide new and powerful ways for individuals and groups of individuals to be creative - and it is important to give consideration to how these opportunities fit within a 21st century framework for education.
During the Fourth International Summit on ICT in Education (EDUsummIT, 2015) which was held in Bangkok, Thailand, members of the Thematic Working Group 2 (TWG2) discussed methods, strategies, and guidelines for some of the issues and challenges in the design, implementation, evaluation, and policy development of mobile learning. Some major key challenges were highlighted and discussed along with issues that policy makers, teachers, researchers, and students are facing in mobile learning. Based on the outcome from the framework that identified barriers and limitations along with dynamic criteria for mobile learning implementation, which was the outcome of TWG2 from the EDUsummIT 2013 (Khaddage et. al., 2015), the group briefly summed up major challenges and identified possible solutions that could be applied to solve these challenges.
The implemented framework classified challenges into four categories: Pedagogical challenges, technological challenges, policy challenges and research challenges. Any new technology leads to new pedagogies, new policy and new research; these four factors combined can form a solid infrastructure that may help adopt effective ways of mobile learning application (refer Khaddage et. al., 2015 to read more about the model).
All evolutionary change usually takes place in response to ecological interactions that operate on the overall ecosystem, and in this case the interaction is obvious between these four challenges and they can allow the understanding of the structure and function of each one of them. Understanding the relationships between these challenges are essential for a proper mobile learning integration and a successful mobile learning ecology (Zhao & Frank, 2003).
Mobile learning as a concept and theory has evolved rapidly, it is no longer considered technocentric (devices and technologies), it is more about the learner’s mobility and how we as educators can engage them in learning activities without them being wirely restricted to a physical location. Hence comes the challenge of finding appropriate and effective methods to blend formal and informal learning as seamless learning can occur anytime, (formal in‐classroom, or informal outside classroom).
