Authentic Instruction and Technology Literacy
Cydis, Susan
Journal of Learning Design, v8 n1 p68-78 2015
Technology integration is an important aspect of student competence in the 21st century. The use of technology in teaching and learning is a valuable practice for supporting student learning and engagement. Modelling the pedagogical practices that integrate authentic, performance-based opportunities for technology integration was the focus of a project designed to support future teachers with acquiring these same pedagogical practices. The project was an opportunity to demonstrate value for a competency-based approach to teacher education that integrates technology literacy as a required component of teaching and learning in the 21st century. It explored the extent to which preservice teachers integrated technology tools in the lesson plans they created. The use of various self-selected technology tools using this approach served as an illustration of the important aspects of sound instructional pedagogy including authentic learning, technology integration and performance-based learning.
It Doesn't Matter What Is in Their Hands: Understanding How Students Use Technology to Support, Enhance and Expand Their Learning in a Complex World
Bryant, Peter
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017)
Perspectives on the use of technology in teaching and learning have been increasing polarised, with positions entrenched around the efficacy of using technology in lectures, the distractions assumed to arise from social media and the temporality and ephemerality of knowledge located outside the academy. This paper presents the preliminary collective findings from several analytical projects arising from an innovative consultation project at the London School of Economics called LSE2020. This project was a central component of how we designed and delivered the strategic implementation of pedagogical change at the School. It sought to identify barriers and opportunities that can emerge from the integration of technology at a curricular and delivery level. The primary finding of the study is that students used and valued the effectiveness and benefit of the technologies that were provided to them by the institution and technology they chose to use themselves in different ways. The technology provided by the institution such as the Virtual Learning Environment and lecture recording facilitated actions aligned with the necessity to succeed, whilst their own technologies were part of wider approach to understanding and coping with the intersecting pressures of personal, professional and educational lived experiences. [For the complete proceedings, see ED579282.]
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