From old to new learning: Global imperatives, exemplary Asian dilemmas and ICT as a key to cultural change in education

From old to new learning: Global imperatives, exemplary Asian dilemmas and ICT as a key to cultural change in education

• Richards, Cameron Graduate School of Education, University of Western Australia

Globalisation, Societies & Education, 2(3), 337-353, 2004

Routledge

2004

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• A Human Growth & Development
  • AE Socioeconomic & Cultural Differences, Class & Family Background

Foreign Countries Information Technology Communications Teaching Methods Educational Change Social Values Context Effect Asia Singapore Hong Kong

• Hong Kong
• Singapore
• Asia

• 1997.7 onwards

• Unknown or Unspecified

Information and communication technologies (ICTs) represent a crucial force for cultural change in both education and society and possible transitions between old and new learning as well as social values. This is especially so in East Asia, where the young have informally embraced ICTs but learn in formal contexts often still dominated by traditional transmission models of learning rather than the new learner-centred theories which inform policy imperatives for innovation and reform. Educational contexts like Singapore and Hong Kong are particularly exemplary because they have been so progressive in policy initiatives for ICT integration and reform in formal education, imperatives which conflict in practice with still dominant traditional learning expectations, teaching practices and models of assessment. As typified by such contexts, this paper investigates how the pedagogical dilemmas of a tension between old and new models of learning need to be understood and approached in terms of related and overlapping institutional and social dilemmas of change.
[Copyright of Globalisation, Societies & Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1476772042000252470]

• English

Journal Articles

• 14767724

• 10.1080/1476772042000252470

https://bibliography.lib.eduhk.hk/en/bibs/93339652

2010-09-08