Information and Communication Technologies: Towards a Mediated Learning Context

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Author(s): Glenn Finger (Griffith University, Australia), Maret McGlasson (Griffith University, Australia)and Paul Finger (Griffith University, Australia)
Copyright: 2007
Pages: 23
Source title: Technology and Diversity in Higher Education: New Challenges
Source Author(s)/Editor(s): Yukiko Inoue (University of Guam, Guam)
DOI: 10.4018/978-1-59904-316-6.ch005

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in Higher Education

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Abstract

Teaching and learning in the 21st century should be markedly different from earlier times through the design of new teaching and learning environments. Through the presentation of three models of technology-rich learning environments (teacher-directed, learner-centered and mediated), this chapter provides a case study of the design and delivery of a course called Learning with Information and Communication Technologies (ICTs) guided by a mediated learner approach, using new approaches to using ICTs and assessment for learning as key course design drivers. That course aims to prepare future teachers who demonstrate strong theoretical and practical understanding of designing and creating effective ICT teaching and learning experiences, and are confident and proficient users of ICTs. We provide an analysis of the implementation of that course through the presentation of the learning stories and reflections of students. Specific discussion is provided about the conceptualization and implementation of an e-portfolio approach to promote deep learning.

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Information and Communication Technologies: Towards a Mediated Learning Context

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