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Do I Know My Learners…?: The Conditions and Factors to Consider in Embedding Ubiquitous Technologies Into the Plan and Design of the Learning Process

Do I Know My Learners…?: The Conditions and Factors to Consider in Embedding Ubiquitous Technologies Into the Plan and Design of the Learning Process

Anna Liza Daunert, Linda Price
Copyright: © 2019 |Pages: 26
ISBN13: 9781522574354|ISBN10: 1522574352|ISBN13 Softcover: 9781522585978|EISBN13: 9781522574361
DOI: 10.4018/978-1-5225-7435-4.ch005
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MLA

Daunert, Anna Liza, and Linda Price. "Do I Know My Learners…?: The Conditions and Factors to Consider in Embedding Ubiquitous Technologies Into the Plan and Design of the Learning Process." Advanced Web Applications and Progressing E-Learning 2.0 Technologies in Higher Education, edited by Jean-Éric Pelet, IGI Global, 2019, pp. 77-102. https://doi.org/10.4018/978-1-5225-7435-4.ch005

APA

Daunert, A. L. & Price, L. (2019). Do I Know My Learners…?: The Conditions and Factors to Consider in Embedding Ubiquitous Technologies Into the Plan and Design of the Learning Process. In J. Pelet (Ed.), Advanced Web Applications and Progressing E-Learning 2.0 Technologies in Higher Education (pp. 77-102). IGI Global. https://doi.org/10.4018/978-1-5225-7435-4.ch005

Chicago

Daunert, Anna Liza, and Linda Price. "Do I Know My Learners…?: The Conditions and Factors to Consider in Embedding Ubiquitous Technologies Into the Plan and Design of the Learning Process." In Advanced Web Applications and Progressing E-Learning 2.0 Technologies in Higher Education, edited by Jean-Éric Pelet, 77-102. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7435-4.ch005

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Abstract

As digital technologies become an integrated part of our everyday lives, we need to consider how to harness their educational potential in higher education. However, despite considerable research into the use of technology in higher education, there still remains a gap between what teachers might perceive as valuable digital curriculum design and what students perceive as valuable digital learning experiences. One key component is how ubiquitous technologies can be harnessed to support students' learning experiences. In this chapter, the authors examine the implications of students' preferences and usage of u-technologies for designing teaching and learning curricula that positively exploit technology. This chapter builds on the research conducted by Daunert and Harteis that investigated pre-service teachers' preferences and experiences of u-technologies. The results of this cross-sectional survey are considered in relation to designing curricula in digital environments.

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