Kirkwood, Adrian and Price, Linda
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|DOI (Digital Object Identifier) Link:||http://dx.doi.org/10.4018/978-1-61350-080-4.ch001|
|Google Scholar:||Look up in Google Scholar|
This chapter considers some of the theoretical foundations of teaching and learning in higher education and how these are reflected in practice. We consider how varying conceptions of teaching and learning with technology have an impact upon how teachers design teaching and learning. This chapter reviews why these variations are important and how they can affect the design of the curriculum and ultimately what and how students learn. We conclude that promoting increased use of technology does little, if anything, to improve student learning. It is only by attending to higher education teachers’ conceptions of teaching and learning with technology and supporting change in this area that significant progress will be achieved. In this chapter we advocate that informed design in the use of technology is underpinned by beliefs about (conceptions of) teaching and learning with technology. To this end the chapter explores some of the theoretical underpinnings of these conceptions and argues that they are fundamental to driving well-informed practice in the use of technology to support student learning.
|Item Type:||Book Chapter|
|Copyright Holders:||2012 IGI Global|
|Academic Unit/Department:||Institute of Educational Technology|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Adrian Kirkwood|
|Date Deposited:||29 Nov 2011 14:06|
|Last Modified:||23 Oct 2012 19:43|
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The influence upon design of differing conceptions of teaching and learning with technology. (deposited 24 Mar 2011 10:17)
- The influence upon design of differing conceptions of teaching and learning with technology. (deposited 29 Nov 2011 14:06) [Currently Displayed]
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