The Practitioner Perspective on the Modeling of Pedagogy and Practice
ARTICLE
S de Freitas, M Oliver, A Mee, T Mayes
Journal of Computer Assisted Learning Volume 24, Number 1, ISSN 1365-2729 Publisher: Wiley
Abstract
The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners' own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organization. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them.
Citation
de Freitas, S., Oliver, M., Mee, A. & Mayes, T. (2008). The Practitioner Perspective on the Modeling of Pedagogy and Practice. Journal of Computer Assisted Learning, 24(1), 26-38. Wiley. Retrieved March 28, 2024 from https://www.learntechlib.org/p/102472/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.