With the increasing availability of sophisticated technologies for educational purposes, an ongoing challenge for academics is the choice of which technologies to use and how to effectively integrate them into the curriculum. Too often decisions are based on the available technologies or the latest innovation and the danger of this is that the technologies may not be effective in supporting student learning. After all, it is the activity fostered in learners, not the technology, that ultimately influences learning. This paper introduces the MAPLET Framework for guiding the integration of technologies into curriculum. At its core is a three-phased approach to the development of intellectual skills such as those required for solving problems. The framework provides a learner focused perspective that makes explicit the relationship between the learning processes underpinning the aims and outcomes of the curriculum, the expertise of learners, and the potential of technologies to support learning.
|Title of host publication||Multiple perspectives on problem solving and learning in the digital age|
|Editors||Dirk Ifenthaler, Isaías Kinshuk, J. Michael Spector, Kinshuk, Demetrios G Sampson|
|Place of Publication||New York|
|Publisher||Springer, Springer Nature|
|Number of pages||14|
|Publication status||Published - 2011|
- curriculum design