teaching_and_learning_with_technology

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Acknowledgements Several people have contributed to the successful completion of this book project. My thanks are due foremost to all the authors of the chapters in this book for their commitment to excellence and rigor in the reporting of their work. It has been a pleasure working with you all. A large part of the credit goes to Professor Fred Lockwood, the Series Editor, for his initial impetus and encouragement to embark on such a project, and then for the pivotal support that he continued to provide throughout the project. I am very grateful to Dr Angela Bridgland, Director of the Department of Teaching, Learning and Research Support at the University of Melbourne for supporting this project and allowing me the time to work on it. Thanks are due also to Kogan Page, for undertaking the publication of this work and seeing it through its publication process. Thank you all. Som Naidu Melbourne, August 2002
Introduction The use of information and communications technology (ICT) in education is transforming learning and teaching practices in significant ways. For instance, the integration of computer-mediated communication with multimedia courseware, electronic libraries and databases has led to the emergence of a whole new kind of educational experience, namely e-learning or networked learning (Rosenberg, 2001; Steeples and Jones, 2002). Affordances and opportunities offered by ICT are also causing educators and educational providers to rethink and reengineer the nature of their educational practices (Gibson, 1977; Turvey, 1992). A significant product of this reengineering includes a shift in the roles of teachers from being ‘providers and deliverers of subject matter content’ to becoming ‘moderators and facilitators of learning’ within student-centred models of learning and teaching. Some of these models of learning and teaching include ‘computer-supported collaborative learning’ (Koschmann, 1996; McConnell, 2000), ‘computer-supported problem based learning’ (Koschmann et al, 1996), and ‘distributed problem based learning’ (Koschmann, 2002). These models of learning and teaching are closely associated with a growing interest among educators and educational technologists in the capabilities of ICT for leveraging the learning and teaching transaction. Educators are enthusiastic about how they can use ICT to improve their teaching activities, which include the engagement of students with subject matter content, activation of learning, assessment of learning outcomes and provision of feedback to their students. Educational technology researchers are inquisitive about the influences of ICT on the achievement of content-specific as well as generic learning outcomes and the processes of learning, including students’ approaches to study, their motivation for learning and engagement with the subject matter content. This book is an attempt to address that interest and enthusiasm of educators and educational technologists. It is neither a book about information and communications tools and technologies nor a book full of case study reports of educational technology applications. It is a book about the core processes of the learning and teaching transaction, specifically addressing how ICT can be used to leverage these core processes to achieve rich and productive learning
Page 2 and 3: LEARNING & TEACHING WITH TECHNOLOGY
Page 4 and 5: First published in Great Britain an
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Commentary On learning and teaching
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278 INDEX ‘QuILT: Quality in Lear
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