To read the full version of this content please select one of the options below:

Technology-Enhanced Learning – Conclusions and Future Directions

Matt Bower (Department of Educational Studies, Macquarie University, Sydney, Australia)

Design of Technology-Enhanced Learning

ISBN: 978-1-78714-183-4, eISBN: 978-1-78714-182-7

Publication date: 3 August 2017

Abstract

This chapter aims to establish a positive vision for the technology-enhanced learning design field. It commences by summarizing the current state of technology-enhanced learning research, as established by the previous analysis, in order to clarify the foundations upon which the field can build. The future of learning technology is considered, in the first instance, by extrapolating trends in information and communication technologies throughout history. This process showcases how the most impactful technologies are those that bring information closer to us, support sharing, and offer more visceral learning experiences. The nature of learning technology trends occurring in recent Horizon Reports, for instance, gesture-based computing, augmented reality, Massive Open Online Courses, and table computing, are analyzed and explained in terms of Roger’s Diffusion of Innovation Theory and Gartner’s Hype Cycle. This leads to identifying teachers as the critical lynch pin in order for society to derive greatest educational benefit from the exponential advances in technology. Consequently, support for educators is argued as essential. Into the future the learning technology field will only optimize its progress if educators and researchers work together to understand design issues and possibilities. Directions forward for educators and researchers are proposed, emphasizing a research-driven, pedagogically focused, creative, and collaborative approach to technology-enhanced learning design.

Citation

Bower, M. (2017), "Technology-Enhanced Learning – Conclusions and Future Directions", Design of Technology-Enhanced Learning, Emerald Publishing Limited, Bingley, pp. 405-428. https://doi.org/10.1108/978-1-78714-182-720171014

Publisher

:

Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited