NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ1009143
Record Type: Journal
Publication Date: 2013-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0266-4909
Changing Models for Researching Pedagogy with Information and Communications Technologies
Webb, M.
Journal of Computer Assisted Learning, v29 n1 p53-67 Feb 2013
This paper examines changing models of pedagogy by drawing on recent research with teachers and their students as well as theoretical developments. In relation to a participatory view of learning, the paper reviews existing pedagogical models that take little account of the use of information and communications technologies as well as those that are focused more specifically on technology-rich learning environments. A possible framework for understanding pedagogy is beginning to emerge, which can be applied to both face-to-face and online learning. This framework combines individual and group regulation of learning where pedagogical reasoning is transparent and shared between students, teachers, and others involved in students' learning. The framework needs to integrate the purposeful elements and sharing of roles characteristic of formative assessment in pedagogy as well as a learning culture that could enable supportive interaction. (Contains 6 figures and 1 note.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A