Quality Towards an Expected Harmony: Pedagogy and Technology Speaking Together About Innovation
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Lebrun, M. (2007). Quality Towards an Expected Harmony: Pedagogy and Technology Speaking Together About Innovation. AACE Journal, 15(2), 115-130. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21024.
Volume 15, Issue 2, May 2007
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA
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In this paper we will develop the following hypothesis as it relates to the field of educational technology in higher education: students, teachers and educational institutions are all concerned with a common underlying "learning model". The organization of these various levels (students, teachers, institutions) around learning may be considered as a guide and as a sign of an expected educational quality. In this case, the general models for learning and for pedagogical setup development may be used to develop new teaching or training methods, to promote innovation in institutions and to assess quality. After a short presentation of a "objectives - methods - tools " reference model, we will use this model to organize and to assess the question of the added value of ICT in learning. These factors of learning enhanced by ICT define a learning model consistent with learning factors as proposed by education sciences. The deduced learning model will then be used to understand and to foster teacher training and innovation in institutions.
- Educational Technology
- Learning Outcomes
- Teaching Methods
- Information Communication Technologies
- Mentoring Professors: A Model for Developing Quality Online Instructors and Courses in Higher Education
- Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
- Interaction in Online Courses for Teacher Education: Subject Matter and Pedagogy
- Student Participation Patterns in Online Discussion: Incorporating Constructivist Discussion into Online Courses
- Web-Based vs. Paper-Based Homework to Evaluate Students’ Performance in Introductory Physics Courses and Students’ Perceptions: Two Years Experience
- Elements of Problem-Based Learning: Suggestions for Implementation in the Asynchronous Environment
- Creating an Innovative Learning Organization
- Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery
- E-Learning in Undergraduate Humanities Classes: Unpacking the Variables
- Measuring High School Mathematics Teachers' Concerns About Graphing Calculators and Change: A Yearlong Study
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