Framed by Technology

Autor/in	Loke, Swee-Kin
Titel	Framed by Technology
Quelle	In: British Journal of Educational Technology, 44 (2013) 2, (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2012.01329.x
Schlagwörter	Educational Technology; Technology Uses in Education; Influence of Technology; Academic Achievement; Instructional Design; Educational Needs; Educational Assessment; Educational Objectives; Technology Planning; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulleistung; Lesson concept; Lessonplan; Unterrichtsentwurf; Educational need; Bildungsbedarf; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Neuseeland
Abstract	Academic developers in New Zealand, including many specialising in educational technology, have recently been asked to demonstrate their value to the Tertiary Education Commission in view of a new funding model (Prebble, 2011). Cost-cutting measures in other countries, including the 2010 closure of UK's agency for information and communication technology (ICT) in education Becta, have also cast doubts on the value of educational technologists. So what do the staff developers among us bring to the table? To answer this, the author discusses the following questions: (1) Can technology actually improve student learning?; (2) If the impact of technology on student outcomes is modest, what other reasons do we have to promote technology adoption?; (3) What kind of staff developer would then be the most credible and, in turn, effective?; and (4) Where does that leave educational technologists and our value in staff development? (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10