ICTs and Pedagogy

References to learning styles still abound in many curriculum documents at system and school level, despite the lack of evidence for their efficacy.

By all means, let’s cater for individual differences in student learning. This is best achieved through knowing our students as learners and people, thorough on-going assessment, constructive feedback and targeted, evidence-based teaching strategies.

It’s every teacher’s dream. Students are no longer writing for a grade or for their teacher. Instead, they are writing for their peers and generating their own topics. Can this really be possible?

Blogging has enabled my writers to discover their unique voices and uncover a true love of writing. It has given them a creative outlet where they can express themselves, challenge their writing skills, and build their self-esteem

I’ve reached out to my Personal Learning Network (PLN) on social media, solicited readers using the Twitter hashtag #comments4kids, found educators through S2S Blog Connect, and signed up to form partnerships with other teachers via Quadblogging.net.

The ideas presented feel like they make sense at the time. But if the ideas do not challenge us in a fundamental way, they might not be being processed deeply enough to lead to any lasting learning.

Such environments may lead us into having a false level of confidence in our understanding of complex concepts. Glossy, high production value resources have been shown to give people an inflated sense of understanding.

So a key way to harness confusion when you are challenged with new concepts or ideas, is to recognise that confusion exists. Be comfortable with this, but seek to resolve it

The aim of this website is to bring together physical education teachers, coaches, physical activity leaders, volunteers and university practitioners from around the world to talk about practice, young peoples’ experiences of physical activity, and research.

What we saw instead was that DigiTech enabled teachers and students to do the same things faster and more efficiently, albeit after some teachers had invested time and effort in learning how to use different technologies.

We conclude this paper by drawing on Veletsianos (2016 Veletsianos, G. (2016). Emergence and innovation in digital learning: Foundations and applications. Edmonton: AU Press, Athabasca University.) to suggest that a focus on ‘emerging technologies’ and ‘emerging practices’ in digital learning could be a useful way forward. As Veletsianos (2016 Veletsianos, G. (2016). Emergence and innovation in digital learning: Foundations and applications. Edmonton: AU Press, Athabasca University.) argues, ‘emerging technologies’ and ‘emerging practices’ transcend disciplines and, moreover, what makes practice and technology emerging is not the technology, but rather the environments in which technologies and practices operate. Emerging technologies and practices, therefore, are foregrounded in the belief that technologies and practices shape and are shaped by sociocultural environments.

As Veletsianos (2016 Veletsianos, G. (2016). Emergence and innovation in digital learning: Foundations and applications. Edmonton: AU Press, Athabasca University.) argues, DigiTech is not yet established in education.