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Creating ICT-enriched learner-centred environments: Myths, gaps and challenges

  • Creating ICT-enriched learner-centred environments: Myths, gaps and challenges
  • Engaged learning with emerging technologies
  • Dordrecht, the Netherlands
  • Springer
  • 2006
    • Hong Kong
    • 1997.7 onwards
    • Unknown or Unspecified
  • Creating ICT-enriched learner-centred environments requires a holistic approach that calls for changes at three levels — teacher, schooling environment and learning activities. Fundamentally, however, it is teachers who, with support from parents, administrators and policy makers, can optimise the benefits of ICT-enriched environments to make learner-centred learning a reality. This chapter therefore pays due attention to the salient issues confronted by teachers in the creation of ICT-enriched learner-centred environments, by using Hong Kong as an example to highlight the myths, gaps and challenges. Reviewed in the chapter are three myths that many educators in Hong Kong subscribe to, including ICT having limited values, ICT being a panacea to learning problems and technical knowledge of ICT being paramount. Highlighted are the gaps that can be observed in the field, of which include gaps in perception; the theory and practice of teaching every student; team-building; and the desire to use ICT. The challenges discussed include teachers encouraging students to become active participants; teachers assisting students to understand their weaknesses and strengths; changing classroom dynamics; leadership in existence; and teachers having an individual sense of how they are able to successfully influence student learning. In the discussion, literature is reviewed and practical solutions are offered.
    [Copyright © 2006 Springer.]
    • English
  • Book Chapters
  • 2015-12-08

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