ICT-supported learning environments: The challenge of reconciling technology and pedagogy

Cameron Keith RICHARDS

Research output: Other contribution

Abstract

For various reasons many teachers use the internet as little more than a repository for content, and fail to harness the powerful informational, communicative and interactive learning possibilities of ICTs in general. This is typified by the common ‘add-on’ use of e-learning platforms, webforums and class webpages as if they were a substitute for classroom interaction. Technical assistance may be initially offered to these teachers to get started. But any educator wanting to effectively use ICTs in education needs to understand basic pedagogical as well as technological principles in order to design and develop ICT-supported learning environments relevant to their particular purposes and educational contexts. In terms of the challenge to reconcile distinct pedagogical and technological notions, this short paper will outline a convergent framework for ‘ICT-supported learning environments being presently explored as part of a Teaching and Development Grant at the HKIED.
Original languageEnglish
Publication statusPublished - 2003

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electronic learning
learning environment
technical assistance
teacher
grant
educator
Internet
classroom
Teaching
interaction
learning
education

Citation

Richards, C. (2003). ICT-supported learning environments: The challenge of reconciling technology and pedagogy. In K. T. Lee & K. Mitchell (Eds.), International Conference on Computers in Education 2003: A conference of the Asia-Pacific Chapter of the Association for the Advancement of Computing in Education (AACE): The "second wave" of ICT in education: From facilitating teaching and learning to engendering education reform: Proceedings [CD-ROM] (pp. 740-743). Norfolk, VA: Association for the Advance of Computing in Education.