This chapter introduces a new paradigm of learning and teaching that aims to develop students’ contextualized multiple intelligence (CMI) and create unlimited opportunity for students’ lifelong independent learning through a triplization process including individualization, localization, and globalization in teaching and learning. In particular, the chapter illustrates how students’ self-learning can be motivated, sustained, and highly enhanced in an individually, locally, and globally networked human and ICT environment. Different from the traditional emphasis on delivery of knowledge and skills in planned curriculum, the new paradigm pursues the extensive application of ICT and enhancement of teachers and students’ ICT literacy in building up a networked environment for students’ individualized, localized, and globalized learning and CMI development. It is hoped that students equipped with the necessary ICT literacy can become borderless learners with unlimited opportunities for learning and development in a networked environment. Copyright © 2006 Idea Group Reference.
|Title of host publication||Handbook of research on literacy in technology at the K-12 level|
|Editors||Leo Wee Hin TAN, Ramanathan SUBRAMANIAM|
|Place of Publication||Hershey|
|Publisher||Idea Group Reference|
|ISBN (Electronic)||1591404967, 9781591404965|
|ISBN (Print)||1591404940, 9781591404941|
|Publication status||Published - 2006|
CitationCheng, Y. C. (2006). New paradigm of learning and teaching in a networked environment: Implications for ICT literacy. In L. W. H. Tan & R. Subramaniam (Eds.), Handbook of research on literacy in technology at the K-12 level (pp. 1-20). Hershey, PA: Idea Group Reference.
- Theory and Practice of Teaching and Learning