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- W2743644263 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." @default.
- W2743644263 created "2017-08-17" @default.
- W2743644263 creator A5052860835 @default.
- W2743644263 date "2017-08-03" @default.
- W2743644263 modified "2023-09-27" @default.
- W2743644263 title "Pedagogy and Technology-Enhanced Learning" @default.
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- W2743644263 doi "https://doi.org/10.1108/978-1-78714-182-720171005" @default.
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