Technology Adoption as a Student-Driven Learning Strategy

Technology Adoption as a Student-Driven Learning Strategy

Neeta Baporikar (HP-GSB, Namibia University of Science and Technology, Namibia)
Copyright: © 2017 |Pages: 21
DOI: 10.4018/978-1-5225-1689-7.ch008

Abstract

The use of technology for learning and teaching brings optimism and opportunity for education. It liberates both the teacher and the student in the scholarly enterprise by removing traditional boundaries and restrictions to knowledge. However, it also challenges us to consider the best possible uses of that technology for our students and, more fundamentally, our actions as educators. The term technology enhanced learning is used extensively throughout the educational world; it is the latest in an assortment of terms that have been used to describe the application of information and communication technologies (ICT) to learning and teaching. Through exhaustive literature review and grounded theory approach this chapter reflects on the teaching – technology nexus, the use of technology as a student driven learning strategy with focus on augmenting student learning. The findings indicate that there is a strong nexus between teaching and technology in today's world. Further, adopting technology would aid better to put students in the driver's seat.
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Background

The term technology enhanced learning is used extensively throughout the educational world; it is the latest in an assortment of terms that have been used to describe the application of information and communication technologies (ICT) to learning and teaching. Unlike other terms such as e-Learning or online learning, technology enhanced learning implies a value judgement: the word “enhancement” suggests an improvement or betterment some way. However, it is rare to find explicit statements about its meaning. How does technology enhance learning – what is the “value added”? What learning is being enhanced and in what ways – is the enhancement quantitative and/or qualitative? A more fundamental question is whether there is a generally accepted view of what constitutes learning in higher education and of how it can be enhanced?

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