ERIC Number: EJ1230109
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1176-6662
EISSN: N/A
The Potentials of Digital Media: Theoretical Observations on the Educational and Teaching Potential of Tablet Computers
Knaus, Thomas
New Zealand Journal of Teachers' Work, v14 n1 p40-49 2017
This article concludes that the logic of linear and inscribed media continues to predominate in schools, despite the advances in the use of digital technology as a pedagogic tool. With respect to both the interactionist-constructivist model of learning as well as the findings of educational theory and educational psychology, it is possible to identify two conditions of sustainable and motivational learning: Learning is deemed successful if media are used to allow learners to interact creatively with the learning material ('individual manipulation'), and if these media serve to foster learner interactions and social relatedness ('connectivity'). By analysing two learning media--the exercise book and the tablet computer--this study assesses these two criteria from the perspective of communication studies, asking what lessons might be learnt from them with regard to the conceptual potentials of digital media in schools. One result is certain: If tablet computers are used only for Internet research and as a passive reading device, the potential of digital media for teaching and learning remains unexploited.
Descriptors: Teaching Methods, Handheld Devices, Educational Theories, Educational Psychology, Computer Assisted Instruction, Books, Comparative Analysis, Instructional Materials, Learning Processes, Constructivism (Learning), Learning Motivation, Foreign Countries, Telecommunications, Textbooks
New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A