By William H. Dutton, Brian D. Loader
This e-book responds to an ever-increasing name from educators, coverage makers, reporters, mom and dad and the general public at huge for research that cuts throughout the hype surrounding the data revolution to handle key matters linked to new media in greater schooling and studying. This assortment is of price to people who are searching for a serious, non-commercial exposition of either the large possibilities and demanding situations for larger schooling which are tied to using new info and communique applied sciences (ICTs) within the improvement of distance schooling and dispensed learning.
The chapters are written through major exponents, practitioners and researchers from various disciplinary views and the gathering as an entire spans nationwide barriers and reaches past the study neighborhood to narrate to problems with coverage and practice.
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Extra info for Digital Academe: New Media in Higher Education and Learning
However, the realization that many businesses were simply emulating traditional practices with new equipment was one impetus behind Business Process Re-engineering (Dutton, 1999: 127–34). Educators may also need to redesign how they do their work in order to achieve the potential benefits of ICTs. One paradigm is technology-driven and has no clear foundation in an approach to education and learning. Many simply urge schools at all levels to modernize their technology, which often means making them ubiquitous.
This collection highlights the complex and far-reaching institutional changes implied by efforts to re-engineer higher education and learning to take fuller advantage of ICTs. Discussions of a shift from teacher-centered to student-centered learning might capture some aspects of this new paradigm, and relate to broader visions of the impact of new technology (Dertouzos, 2001), but are too simplistic and limited. As Alfred Bork (Chapter Nine) argues, ICTs are being used most often in ways that simply extend a traditional teacher-centered approach to learning, by broadcasting notes and lectures, when they could be used to enable more one-onone tutorial approaches to learning.
Castells, 2001: 102) ICTs are becoming increasingly central in all these ways, not only in terms of how higher educational institutions accomplish their tasks, but also in relation to the nature of the products and services they provide, Introduction 3 for instance in considering new initiatives in distance education. Mindful of the failure of many ICT innovations in the late 1990s and earlier decades, this volume focuses attention on the institutions and practices that form the context of successful, failed or still formative technical and organizational innovations, in order to deepen understanding of how people design, incorporate, adapt or reject technologies to reinforce or restructure practices and institutions (ESRC, 2001).