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Criteria for the Implementation of Learning Technologies

Criteria for the Implementation of Learning Technologies

Michael Vallance, Kay Vallance, Masahiro Matsui
Copyright: © 2009 |Pages: 19
ISBN13: 9781605661902|ISBN10: 1605661902|EISBN13: 9781605661919
DOI: 10.4018/978-1-60566-190-2.ch001
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MLA

Vallance, Michael, et al. "Criteria for the Implementation of Learning Technologies." Handbook of Research on Web 2.0 and Second Language Learning, edited by Michael Thomas, IGI Global, 2009, pp. 1-19. https://doi.org/10.4018/978-1-60566-190-2.ch001

APA

Vallance, M., Vallance, K., & Matsui, M. (2009). Criteria for the Implementation of Learning Technologies. In M. Thomas (Ed.), Handbook of Research on Web 2.0 and Second Language Learning (pp. 1-19). IGI Global. https://doi.org/10.4018/978-1-60566-190-2.ch001

Chicago

Vallance, Michael, Kay Vallance, and Masahiro Matsui. "Criteria for the Implementation of Learning Technologies." In Handbook of Research on Web 2.0 and Second Language Learning, edited by Michael Thomas, 1-19. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-190-2.ch001

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Abstract

The grand narrative of educational policy statements lack clear guidelines on Information Communications Technology (ICT) integration. A review of current academic literature fails to provide consistent strategies for institutions and practitioners determined to adopt ICT in an informed way. This chapter introduces criteria for the successful implementation of ICT-enabled tasks. It argues that the integration of ICT is best supported by a pedagogy that facilitates experiential learning and a development of academic competencies. The context for demonstrating the importance of the informed use of ICT is a research project entitled, “iPod therefore iWrite,” in which multiple-media content was developed by students in Japan and the United Kingdom.

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