Download Disruptive Technology Enhanced Learning: The Use and Misuse by Michael Flavin PDF

By Michael Flavin

This e-book is set how applied sciences are utilized in perform to help studying and educating in better schooling. regardless of digitization and e-learning turning into ever-increasingly renowned in collage educating settings, this publication convincingly argues in its place in favour of easy and handy applied sciences, hence disrupting conventional styles of studying, instructing and overview. Michael Flavin makes use of Disruptive Innovation thought, task concept and the neighborhood of perform idea as lenses wherein to ascertain expertise superior studying. This e-book can be of significant curiosity to all teachers with educating obligations, because it illuminates how applied sciences are utilized in perform, and is usually hugely correct to postgraduate scholars and researchers in schooling and expertise more desirable studying. it will likely be specially invaluable to leaders and policy-makers in better schooling, because it offers insights to notify decision-making on expertise improved studying at either an institutional and sectoral level.

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The Vygotsky reader (pp. 175–184). Oxford: Blackwell. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press. Yeap, J. A. , & Soto-Acosta, P. (2016). Factors propelling the adoption of m-learning among students in higher education. Electronic Markets. 1007/s12525-015-0214-x. CHAPTER 2 Free, Simple and Easy to Use: Disruptive Technologies, Disruptive Innovation and Technology Enhanced Learning INTRODUCTION Disruptive Innovation describes a process whereby an innovation threatens and can dislodge an established market leader.

89) to students, who frequently use Google and Wikipedia to support their learning. She adds, ‘students approach their studies the same way they organize their lives: through a formula based on interest, priority and return on investment’ and hence, ‘students aren’t just seekers of knowledge but also seekers of efficiency’ (p. 89). This argument is reinforced by Henderson et al. (2015), whose survey shows students making more use of Wikipedia as their studies advance; one possible explanation, from a Disruptive Innovation perspective, is the pursuit of the efficient use of time and resources to accomplish educational goals.

2013) argue, ‘students are now familiar with the format of communication through social learning tools (for example, Facebook, Twitter) and expect these to be replicated in the classroom’ (p. 122), but demarcation, this book argues, is a more common practice, with students and lecturers not tending to use social media technologies to support learning and teaching. Hence, a number of interviewees for Timmis’s (2012) research employed a demarcation between technologies for study and technologies for social life (pp.

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