Changing models for researching pedagogy with information and communications technologies

Author

M. Webb

Year

2012

Publisher

Wiley

DOI/Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1365-2729.2011.00465.x?casa_token=4DR1fvd3dsQAAAAA%3A0W1lycDUMfSssKMEBidOLOaIP13KMkMfpoGe1QPpCJLICcP6Zv46LHibnkdwm71hBRIa0MHATvGxpHU

Abstract

This paper examines changing models of pedagogy by drawing on recent research with teachers and their students as well as theoretical developments. In relation to a participatory view of learning, the paper reviews existing pedagogical models that take little account of the use of information and communications technologies, as well as those focused more specifically on technology-rich learning environments. A possible framework for understanding pedagogy is beginning to emerge, which can be applied to both face-to-face and online learning. This framework combines individual and group regulation of learning, where pedagogical reasoning is transparent and shared between students, teachers, and others involved in students’ learning. The framework also needs to integrate purposeful elements and the sharing of roles characteristic of formative assessment in pedagogy, as well as a learning culture that enables supportive interaction.

Keywords

Information Literacy, Digital Literacy, Visual Literacy

Media and Information Literacy Repository – South Asia

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