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Technology-enhanced teaching and learning innovations and the concept of reflective practice
PROCEEDINGS

, Faculté Saint-Jean, University of Alberta, Canada ; , Faculty of Extension, University of Alberta, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The introduction of any technology-enhanced teaching and learning innovation necessitates a critical reflection on past and current educational practices. The objective of this presentation is to encourage participants to reflect upon some of the issues involved in the development, implementation, and evaluation of technology-enhanced courses and/or instructional materials. This will be achieved by first providing an overview of Donald Schön's concept of reflective practice and then looking at how this concept might be applied to advance our understanding of the pros and cons of technology-enhanced teaching and learning innovations. Examples from a technology-enhanced university-level Introductory Psychology course will be used to illustrate how one might become a reflective practitioner.

Citation

Boeglin, J. & Campbell, K. (2004). Technology-enhanced teaching and learning innovations and the concept of reflective practice. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 231-233). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .

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