A pedagogical framework for embedding C&IT into the curriculum
Abstract
A wide variety of communication and information technologies (C&IT) is now available, offering education a broad range of potential benefits, be they educational (Mapp, 1994; Lewis and Merton, 1996; HEFCE, 1997a), economic (HEFCE, 1997a), or in terms of competitiveness with other universities in an increasingly global market (Maier et al, 1997). The uptake and use of these resources is patchy at best (Laurillard et al, 1993; Lewis and Merton, 1996). This mismatch between potential and use has been seen as increasingly important, and incentives and recommendations are leading to an increasing use of C&IT, as illustrated by the recommendations of the recent Dealing report (Dearing et al, 1997) and the priorities of the TLT programme (HEFCE, 1997b). Concerns have been voiced, however, that the push towards a wider embedding of C&IT in education may ignore issues of the appropriate uses of these resources. What is needed is a convincing and practical pedagogically-driven (as opposed to technology-driven) methodology for integrating C&IT into courses.
DOI:10.1080/0968776980060202
Article Metrics
Metrics powered by PLOS ALM
Refbacks
- There are currently no refbacks.
Research in Learning Technology - Print ISSN 2156-7069; Online ISSN: 2156-7077
This journal is published under the terms of the Creative Commons Attribution 4.0 International (CC-BY 4.0) License. Responsible editors: Steven Verjans, Lesley Gourlay and Meg O'Reilly.