TY  - CHAP
AB  - Abstract This chapter critically examines the implications of different pedagogical perspectives, approaches, and strategies for the design and implementation of technology-enhanced learning. The key tenets of different pedagogical perspectives are unpacked, including behaviorism, cognitivism, constructivism, socio-constructivism, and connectivism, with reference to how technology can be used to instantiate them. A range of different pedagogical approaches, including collaborative learning, problem-based learning, inquiry-based learning, constructionist learning, design-based learning, and games-based learning are discussed in relation to the use of technology and the previously identified pedagogical perspectives. Pedagogical strategies at a more instantaneous level are also considered, as are the goals of technology-enhanced learning in terms of promoting authentic and meaningful learning. The critical role of the teacher when applying pedagogies using technology, as well as associated issues, are discussed throughout.
SN  - 978-1-78714-183-4, 978-1-78714-182-7/
DO  - 10.1108/978-1-78714-182-720171005
UR  - https://doi.org/10.1108/978-1-78714-182-720171005
AU  - Bower Matt
PY  - 2017
Y1  - 2017/01/01
TI  - Pedagogy and Technology-Enhanced Learning
T2  - Design of Technology-Enhanced Learning
PB  - Emerald Publishing Limited
SP  - 35
EP  - 63
Y2  - 2024/04/24
ER  -