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Opportunities and Challenges of Emerging Technologies in Higher Education: Future Directions

Opportunities and Challenges of Emerging Technologies in Higher Education: Future Directions

P. Thomas
Copyright: © 2012 |Pages: 14
ISBN13: 9781466615564|ISBN10: 1466615567|EISBN13: 9781466615571
DOI: 10.4018/978-1-4666-1556-4.ch007
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MLA

Thomas, P. "Opportunities and Challenges of Emerging Technologies in Higher Education: Future Directions." Digital Economy Innovations and Impacts on Society, edited by Elena Druicã, IGI Global, 2012, pp. 91-104. https://doi.org/10.4018/978-1-4666-1556-4.ch007

APA

Thomas, P. (2012). Opportunities and Challenges of Emerging Technologies in Higher Education: Future Directions. In E. Druicã (Ed.), Digital Economy Innovations and Impacts on Society (pp. 91-104). IGI Global. https://doi.org/10.4018/978-1-4666-1556-4.ch007

Chicago

Thomas, P. "Opportunities and Challenges of Emerging Technologies in Higher Education: Future Directions." In Digital Economy Innovations and Impacts on Society, edited by Elena Druicã, 91-104. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-1556-4.ch007

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Abstract

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

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