The design of effective ICT-supported learning activities: Exemplary models, changing requirements, and new possibilities

The design of effective ICT-supported learning activities: Exemplary models, changing requirements, and new possibilities

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

Language Learning & Technology, 9(1), 60-79, 2005

Heinrich-Heine-University in Düsseldorf

2005

• M 教師與教師教育
  • MA 教師之專業教育
• F 教與學
  • FD 傳意媒介、資訊科技在教學上的應用

Introductory Courses Teaching Methods Information Technology Computer Assisted Instruction Learning Activities Technology Integration Lesson Plans Case Studies Teacher Education Instructional Design Instructional Effectiveness Foreign Countries Action Research Multimedia Instruction Internet Singapore Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

• View Full Text 全文連結

Despite the imperatives of policy and rhetoric about their integration in formal education, Information and Communication Technologies (ICTs) are often used as an "add-on" in many classrooms and in many lesson plans. Nevertheless, many teachers find that interesting and well-planned tasks, projects, and resources provide a key to harnessing the educational potential of digital resources, Internet communications, and interactive multimedia to engage the interest, interaction, and knowledge construction of young learners. To the extent that such approaches go beyond and transform traditional "transmission" models of teaching and formal lesson planning, this paper investigates the changing requirements and new possibilities represented by the challenge of integrating ICTs in education in a way which at the same time connects more effectively with both the specific contents of the curriculum and the various stages and elements of the learning process. Case studies from teacher education foundation courses provide an exemplary focus of inquiry in order to better link relevant new theories or models of learning with practice, to build upon related learner-centered strategies for integrating ICT resources and tools, and to incorporate interdependent functions of learning as information access, communication, and applied interactions. As one possible strategy in this direction, the concept of an "ICT-supported learning activity" suggests the need for teachers to approach this increasing challenge more as "designers" of effective and integrated learning rather than mere "transmitters" of skills or information through an add-on use of ICTs.
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• 英文

期刊論文

• 10943501

https://bibliography.lib.eduhk.hk/tc/bibs/be4117e4

2010-11-28