Male, T;
(2016)
Digital technologies: Implications for educational organisations and settings in the twenty-first century.
EducationalFutures
, 7
(3)
pp. 5-25.
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Abstract
This article investigates the ways in which digital technologies now commonly available and in use can be used to support learning in educational organisations and settings (and change the nature of provision in some instances). A transformation in the attitude and behaviour of teachers, it is argued, is required if the possibilities and opportunities offered by digital technologies are to be maximised now and into the future. In reaching this conclusion the paper examines a number of barriers to change and explores relevant theories of learning that should lead to the situation whereby teachers cannot imagine a world without maximal use of the digital devices that are now available to all learners for whom they have a responsibility.
| Type: | Article |
|---|---|
| Title: | Digital technologies: Implications for educational organisations and settings in the twenty-first century |
| Location: | UK |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://educationstudies.org.uk/journal/ef/volume-7... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | technology, education, school, college, university |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10058369 |
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