Framing learning activities for the effective use of ICT

John Hedberg

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    This chapter will explore various examples from a series of cross curricula studies, which examined the framing of questions about the ways in which students learn effectively with ICT in classrooms. Hence this chapter is concerned with curriculum and pedagogies for the 21st century that incorporate the optimal use of ICT for teaching and learning. It will also consider the ways in which teachers can design and create learning tasks to support higher order thinking while employing some of the specific affordances of ICT. A number of authors have suggested that we re-examine how ICT are being used for learning and this chapter will describe several approaches that have resulted in greater excitement, metacognitive awareness and other positive learning outcomes for students.
    Original languageEnglish
    Title of host publicationRethinking education with ICT
    Subtitle of host publicationnew directions for effective practices
    EditorsNicola Yelland, Greg A. Neal, Eva Dakich
    Place of PublicationRotterdam
    PublisherSense Publishers
    Pages31-44
    ISBN (Print)9789087902797
    Publication statusPublished - 2008

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    Cite this

    Hedberg, J. (2008). Framing learning activities for the effective use of ICT. In N. Yelland, G. A. Neal, & E. Dakich (Eds.), Rethinking education with ICT: new directions for effective practices (pp. 31-44). Rotterdam: Sense Publishers.