This document discusses the use of technology to enhance teaching and learning. It introduces concepts like digital natives, digital immigrants, and the flipped classroom. It also discusses challenges around integrating new technologies without proper pedagogical guidance. Key terms related to e-learning and web tools are defined. Throughout, it emphasizes the importance of pedagogy over technology when incorporating new tools into teaching.
ELT + IT: CALL for a Balance by Michael KraussMichael Krauss
Plenary presentation in Lima and Cuzco, Peru March 2012. Presented as part of ELSpecialist visit sponsored by U.S D.O.S. and U.S. Embassy, English Language Office, Lima Peru.
This document provides a summary of technology integration initiatives at various grade levels within the FDCSD school district. At the senior high level, initiatives included using Moodle for online discussions and assessments. In sociology classes, students created PSAs using Animoto. At the middle school level, initiatives included implementing Google Apps, using Scratch for coding, and 21st century skills curriculum. Elementary initiatives involved using iPads for reading, movie maker projects, blogs, and online safety curriculum. District-wide, the document outlines the technology plan, curriculum mapping, and staff training initiatives.
Learning today requires developing agile approaches in a digital age. Digital technologies are transforming how knowledge is constructed and shared. Developing lifelong and life-wide learning as the central paradigm for the future requires cultivating inquisitive mindsets and digital knowledge networks. Leadership must embrace innovation, welcome change, and meet the challenges of our global connected future.
Talk on 21st century skills given at LABCI conference in Lima 11/07.Michael Harris
This talk is about 21st century skills and answers these questions: what are they?; which ones are the most useful?; how can we help students acquire them?
0800422 (Wr) V1 Digital World Digital Identity Digital EducationWilfredRubens.com
The document discusses how technological developments are impacting digital identity and education. It notes that internet usage is rising, especially among youth, and this is changing behaviors. This generational shift has consequences for education, including the need to incorporate media literacy and social software into teaching. While technologies align with how youth learn, education must guide their use to realize benefits and avoid potential downsides like privacy issues. Teachers should leverage opportunities from tools like online video, podcasting, and social networks, but ensure a focus on learning.
This document discusses the need for classrooms without walls and 21st century learning skills. It notes that emerging technologies allow education to be personalized and in the hands of students. Students can now learn what they want, when they want, and where they want. 21st century skills like connecting, communicating, collaborating and creating on a local and global scale are emphasized. Specific web 2.0 tools that can facilitate this type of learning are mentioned, including blogs, wikis, social media, videoconferencing and virtual worlds. Considerations for using these tools in classrooms are also briefly discussed.
Developing a Digital Citizenship ProgramCathy Oxley
This document discusses developing a digital citizenship program for schools. It begins by asking who needs digital citizenship education and why they need educating. It notes some issues students face online like cyberbullying, inappropriate images, and gaming and social media addiction.
It then discusses what responsibility schools and teachers have to address these issues. The document outlines steps schools can take to develop a digital citizenship program, including forming a team, conducting surveys, developing policies, and choosing a framework. It provides examples of frameworks like Mike Ribble's Digital Compass and the ISTE NETS standards.
The document also discusses resources available, including lesson plans, units, and scope and sequence documents from groups like Common Sense Media. It emphasizes using a
The document discusses how emerging technologies can be used to enhance teaching practice by exploiting their "wow factor" to engage students. It provides examples of technologies from 10 years ago and how they have evolved. Some key technologies discussed that have potential for education include augmented reality, mobile devices, gesture-based computing, visual data analysis, and learning analytics. The document emphasizes letting students explore technologies for their own sake to discover what can be done with them and have fun in the learning process.
This document summarizes emerging trends in educational technology. It discusses frameworks for 21st century learning skills like collaboration, critical thinking, and communication. Emerging technologies discussed include learning analytics, adaptive learning, location-based services, makerspaces, wearable devices, and the internet of things. The document cautions that technology alone does not guarantee improved learning outcomes and that teachers must craft challenging tasks to transform learning with technology.
This document outlines a presentation on flipped learning. It begins with defining flipped learning as moving direct instruction outside of class via online videos and using class time for active learning practices like discussion and problem solving. Case studies on flipped learning show failure rates dropping significantly at the high school level. The presentation discusses options for delivering content like videos, audio, documents and choosing appropriate tools. It also addresses how the classroom experience changes with flipped learning, focusing more on having students apply knowledge through tasks, group work, and other active learning methods. Different models for delivering flipped content are mentioned, as well as challenges and responses to concerns about the transition to a flipped model.
The document discusses the impact of Web 2.0 technologies on education. It provides examples of how Web 2.0 allows for more interactive, collaborative and user-centered learning through tools like blogs, wikis, social networking sites and video sharing. However, it also notes criticisms of Web 2.0, including concerns about the devaluing of expertise and reliability of user-generated content. Risks to privacy and how commercial sites use personal information without transparency are also discussed.
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
Eduwebinar: Our Everyday Tools for SuccessJudy O'Connell
The digital revolution has given us a world of global connectedness, information organisation, communication and participatory cultures of learning, giving teachers the opportunity to hone their professional practice through their networked learning community. What do you do to make it so?
The document discusses designing education around the concept of "Sustainable Innovation" to prepare students for emerging technological changes predicted by the "Technological Singularity". It defines the Singularity as the outcome of converging technologies producing "Trans-Humans" and potentially "Post-Humans". It advocates a "Leapfrog" approach to education using advanced technologies to move from memorization to creative knowledge production, blending formal and informal learning to support Sustainable Innovation.
Digital delivery for low level literacy studentsMichael Coghlan
This document discusses digital delivery of literacy education for low-level literacy students. It provides background on adult literacy rates in Australia, with nearly half the adult population having problems with literacy. It then discusses various types of literacy like digital literacy and multiliteracy. It considers how to design literacy education for low-level students, emphasizing clear context and purpose, opportunity for creation and interpretation, and support. Possible activities discussed include using images from Flickr to teach tagging, digital storytelling, and apps to support learning.
The document provides a history of skepticism toward new technologies in education. It presents quotes from 1703 to 2006 questioning the dependence of students on various writing and communication technologies as they were introduced, from slates to ballpoint pens to the Internet. The document advocates that technology should be integrated into classrooms as it is the "pen and paper of our time." It discusses how Web 2.0 tools can support higher-order thinking skills. Specific tools mentioned include blogs, wikis, Google Docs, Voicethread, and RSS feeds. The document provides examples of how these tools can be used for student learning and assessment.
This document discusses emerging technologies and their impact on society. It examines different theories on how technology influences human behavior and social structures. Key topics covered include the evolution of the Internet, rise of social media, and emerging technologies like wearable devices, 3D printing, robots, and the "Internet of Things." The document raises important questions about privacy, surveillance, ownership of data and content, and the role of technologies in shaping human thought and culture.
The document discusses how technology is changing education and how students today, called "millennials", interact with and use technology differently than previous generations. It provides tips for teachers on how to engage millennials, including using technology in meaningful ways and exposing students to the wider world through tools like TED talks. The overall message is that the world is changing rapidly and both students and education must adapt.
... En aquells temps perduts, els animals es “cultivaven” com si foren plantes. Així és la mecànica de la ramaderia antiga: la domesticació, eixe concepte especista per a l’esclavitud que els animals humans imposen als no-humans, permet que els uns s’acaben menjant els altres, que a la seua vegada s'han menjat vegetals que els animals humans no es poden menjar. És una forma complexa de recol·lecció, una de les primeres produccions humanes que, des de l’inici, s’ha enfrontat a l’inconvenient de l’enorme quantitat de vegetals i aigua necessaris per a acabar el procés, absolutament depenent del nomadisme, les transhumàncies, el pasturatge. Els animals acaben ràpidament amb les pastures d’un lloc i, per a continuar amb el seu “cultiu”, són desplaçats cap a altres pastures...
This document is a resume for Gabriel Eliseo Trevino Jr., who is seeking a full-time position as a civil engineer. He has a Bachelor of Science in Civil Engineering from The University of Texas at Austin, where he took courses relevant to structural engineering. His experience includes serving and managing records in various roles. He has participated in several engineering projects involving steel structure design, traffic analysis, and stormwater management. Trevino is active in his university's American Society of Civil Engineers chapter, where he has contributed to concrete canoe and steel bridge projects.
This document provides an overview of best practices for scaling infrastructure on AWS from 1 user to 10 million users. It discusses starting with a single EC2 instance, then expanding horizontally by adding more instances and vertically by increasing instance sizes. As users grow from 1,000 to 500,000, the document recommends separating databases from web servers, using read replicas, caching with ElastiCache, and auto scaling. From 500,000 to 1 million users, it suggests moving to a service-oriented architecture and leveraging other AWS services. Scaling from 5 to 10 million users may require database sharding or moving some functions to NoSQL databases.
ASAP Methodology for Implementing SAP System Ankit Sharma
ASAP Methodology for Implementing SAP System
Please like, share, comment and subscribe our YouTube Channel "Business Consulting" .
https://www.youtube.com/channel/UCJWpmkuzZv-VDUyBGhR8yOw
AWS Summit 2014 Brisbane - Breakout 2 Sponsor Session
Megaport's elastic connectivity platform complements the AWS elastic compute service. Our platform provides on-demand fast access, self-provisioning and scalable bandwidth via our self managed Megaportal and mobile apps. With access expanding to 35 Data Centres in Australia, Megaport provides the ultimate in on-demand access to AWS.
Megaport CEO and Founder, Bevan Slattery will present on-demand connectivity to AWS with a live demonstration on Megaports recently launched iPhone app.
Presenter: Bevan Slattery, Founder and CEO, Megaport
Nikolsky's sign is present when slight rubbing of the skin results in exfoliation of the outermost layer, forming a blister within minutes. It is almost always present in toxic epidermal necrolysis and associated with pemphigus vulgaris. Scalded skin syndrome (SSS) involves widespread fluid-filled blisters that rupture easily and the patient may test positive for Nikolsky's sign. Toxic epidermal necrolysis (TEN) causes the epidermis to detach from the dermis all over the body and is a severe form of Stevens-Johnson syndrome often caused by drug reactions. Treatment involves withdrawing the culprit drug, supportive care in burn units, and in some cases intravenous immunoglob
Arsitektur dan Organisasi Komputer - infiniband Muhammad Ibrahim
Infiniband adalah standar interkoneksi data yang dikembangkan oleh Infiniband Trade Association, sebuah konsorsium yang didirikan oleh Dell, Hewlett-Packard, IBM, Intel, Microsft, dan Sun Microsystem. Infiniband adalah arsitektur komunikasi berkecepatan tinggi yang bertujuan digunakan untuk alat interkoneksi, seperti server, secondary storage, dan switch jaringan. Tujuan dari standar ini adalah untuk menggantikan banyak stadar interkoneksi yang saling bersaing dengan sebuah satandar yang lebih universal, dan arsitekturnya dapat menghasilkan peningkatan kecepatan transfer data yang signifikan.
A 24-year-old man presented with jerky limb movements lasting 4 hours. Neurocysticercosis was suspected as a potential cause. Neurocysticercosis is caused by the pork tapeworm Taenia solium and can present in different stages and locations in the body. Diagnosis is typically made through neuroimaging showing characteristic cystic lesions that enhance with contrast. Treatment involves antiparasitic medication along with corticosteroids and anti-seizure drugs depending on the number and location of lesions.
This document summarizes a water dilutable waterproofing compound that offers a low VOC alternative to solvent-based compounds. It produces coatings with excellent water and chemical resistance when fully cured. The compound has good adhesion to various substrates and provides corrosion resistance, water resistance, and chemical resistance. It can be diluted with water and applied by brushing to building terraces or roofs for waterproofing.
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
Keynote presentation provided to a variety of audiences in early 2009, challenging educators to think more broadly about the massive impact of technology in the world and the way we need to be thinking about how we educate students for this future.
1. The document discusses assumptions, design, and instruments for web-based distance education. It covers pedagogical models using constructivism and active learning, and tools like learning management systems, e-portfolios, blogs, and social software.
2. Key ideas discussed include using the internet as a pedagogical environment, developing student competencies for the knowledge society, and addressing issues like information overload through tagging and folksonomies.
3. The presentation emphasizes designing courses that take advantage of the web's capabilities for interactivity, multimedia, and connecting information in multiple ways.
Effective communication is essential for leaders in the 21st century. This document discusses trends in technology and learning, tools for communicating, and ideas for improving communication. It suggests that communication tools have changed dramatically with the rise of mobile devices, online learning, and social media. Leaders must adapt to using new digital tools like smartphones, tablets, learning management systems, and social media to communicate effectively with students, teachers, and the community in the modern world.
The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
The document discusses the opportunities and challenges of technology in language learning. It argues that while tools like blogs, videos, and social media can engage students and connect classrooms globally, teachers must also consider cultural and ethical issues. Slow learning approaches that embrace connections but also focus on well-being may be most effective. Overall, technology amplifies the social nature of learning when used to facilitate interaction, but educators should thoughtfully integrate it and maintain local relationships.
Effective Communications for Schools in the 21st Century May 28 2012James Murphy
Effective Communications for Schools in the 21st Century discusses trends in technology and communications tools for schools. It provides an overview of tools like social media, mobile apps, and digital content that are changing how schools communicate. The presentation encourages educators to explore these new tools and ways they can engage and inform students, parents, and the community in the digital age. It aims to provide ideas and spark discussion on adapting communications strategies for 21st century learners and learning environments.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
The document discusses how the internet and web technologies have expanded opportunities for language learning beyond the traditional classroom. It provides examples of how teachers and students can now create online presences to reach global audiences, publish multimedia content, and learn from a worldwide network of people. While these connected opportunities offer benefits, they also raise questions about responsibilities, readiness, and impacts on local cultures.
The document discusses the appropriate use of technology with young children. It provides tips for early childhood teachers on integrating technology into daily learning activities while applying developmentally appropriate practices. The document also discusses potential benefits and risks of screen time and mobile devices for young children and emphasizes the importance of monitoring use and engaging in technology together.
The document discusses distance education assumptions, design, and tools. It covers several topics:
- Pedagogical models for distance education, including constructivism and learning by doing.
- Tools for distance education, such as learning management systems (LMS), e-portfolios, blogs, social software like Delicious and Flickr.
- Issues around the use of technology in education, including information overload and the need for critical thinking skills.
I think teachers and students share some of the same benefits of CyberLearning. The knowledge base is nearly limitless and opportunities for collaboration abound. While teachers do save quite a bit of time in having access to materials and information, the vast wealth of that information can be overwhelming too! And while having such access can present some ethical and legal temptations, it is an opportunity to clearly and explicitly teach the moral and societal implications and duties of ethical behavior on the Web -- Web 2.0.
District parent session on technology today and future 2011 feb 15Brian Kuhn
a session given to parents on current trends in technology used for learning and teaching, examples shared from classrooms through video, demos of powerful free learning tools, anticipation of the future, gathered feedback on a new idea Parent Spaces, etc.
This document discusses emerging technologies and new ways of learning in the 21st century. It notes that future students will have power to learn what they want, when they want through more personalized and engaging tools that allow interaction, connection and collaboration. Some key skills needed for 21st century students are highlighted as critical thinking, communication, collaboration, creativity, and lifelong learning. Web 2.0 tools like blogs, wikis, and social media are presented as examples of 21st century learning tools. Considerations around online behavior and digital citizenship are also discussed. The document envisions that 21st century schools will be more innovative, collaborative spaces that integrate mobile technologies and flexible learning.
The document discusses how technology and the digital world are changing how students learn today. It notes that students spend much of their time online and engaged with technology, more so than in the past. As a result, schools need to adapt how they teach to better align with how students now learn and live in a technology-driven world. The challenges for educators are to make learning more relevant, collaborative, and customized using new technologies.
Treasures and traps of this open learning worlddennis_mckoy
The document discusses the open world of learning using the WE-ALL-LEARN model as a framework. It describes how the availability of open educational resources, tools, and a participatory learning culture allows all learners to benefit from lifelong learning opportunities. However, it also notes challenges like the digital divide and need for quality assurance. Overall, the document advocates for embracing open and blended learning models to ensure no one is left behind in this new world of learning.
Here are some key online resources for school administrators on 21st century skills:
- New York State Education Department's guide for administrators on 21st century skills: http://www.p12.nysed.gov/technology/21stcenturylearning.html
- ISTE's standards for school administrators on technology leadership: http://www.iste.org/standards/standards-for-administrators
- Crosswalk of NYS standards and ISTE standards: http://www.p12.nysed.gov/technology/crosswalk/
- Louisianna LEADS site (Leadership, Education and Development for School Success) with resources for administrators: http://www.lead
Similar to Elearning session for Secondary PGCE and GTP trainees (20)
2. Putting the 'learning' in
elearning:
The use of web, mobile
and digital technologies
to enhance learning
and teaching
3. Confusion 1
Why do we spend a lot of time supporting
literacy and numeracy – but take „netracy‟
for granted?
4. Confusion 2
Why do we ask learners to put away mobile
phones/ smart phones while we often moan
that we do not teach in classrooms with PCs
when we need them or have to wait for ages
to book the college‟s suite of laptops?
5. Confusion 3
Without supporting netracy why do we then
bemoan and criticize students who „cut and
paste‟ their way around an ever growing and
confusing online world?
6. Confusion 4
Why do we have written exams? At what
point in learners‟ lives will they ever have to
write like that, for that block of time?...
7. Confusion 5
… and … why do exam boards then take
written scripts and scan them in and
digitalize them for markers to share?
8. • Social media • Micro blogging
• Social bookmarking • Podcasting
• Weblogs • Folksonomies
• Wiki • Collaborative filtering
• Social networking • Web2.0
• Cloud computing • Web3.0
• Tag clouds
9. Where is the profession with all this?
“The lack of pedagogical guidance about
integrating tools for collaboration and
communication into one‟s classroom or
training session leaves educators across
educational settings with mounting
dilemmas and confusion.”
Bonk, C. J. and Cunningham, D. J. (1998) URL:
http://www.vpaa.uillinois.edu/tid/report/tid_report.html
10. HOMO ZAPPIENS
“Homo Zappiens represents a generation that
was born with a PC mouse in its hands
and a computer screen as a window to the
world. This generation has grown up with
technology and learns through computer
screens, icons, sound, games, exploration, qu
estioning others, and show non-linear learning
behaviour…Homo Zappiens have learnt to deal
with information overload by clicking and
zapping.”
Prof. Wim Veen, Delft University of Technology, The Netherlands
11. Who are you?
Who are your learners?
Digital natives?
Digital immigrants?
Are there other options?
12. Today‟s students have not just changed
incrementally from those of the past, nor simply
changed their slang, clothes, body adornments,
or styles, as has happened between generations
previously. A really big discontinuity has taken
place. One might even call it a “singularity” – an
event which changes things so fundamentally
that there is absolutely no going back. This so-
called “singularity” is the arrival and rapid
dissemination of digital technology in the last
decades of the 20th century.
(Prensky, M 2001 From On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)
http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf
13. “ What should we call these “new” students of today?
Some refer to them as the N-[for Net]-gen or D-[for
digital]-gen. But the most useful designation I have found
for them is Digital Natives. Our students today are all
“native speakers” of the digital language of
computers, video games and the Internet.
So what does that make the rest of us? Those of us who
were not born into the digital world but have, at some
later point in our lives, become fascinated by and
adopted many or most aspects of the new technology
are, and always will be compared to them, Digital
Immigrants.”
(Prensky, M 2001 From On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)
http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf
14. 2 constructions of childhood
Childhood 1 Childhood 2
• Construction of children • Children as expert users.
as in need of safety. • Children surpassing adults
• To be protected from the and teachers as digitally
dangers of adults in an competent.
online world. • (Uncomfortable) Re-
positioning of
teachers/parents/adults as
learners.
• Children as agents of
change?
• Adults (teachers?) being left
behind?
16. Where are you with this?
How much are you a digital immigrant?
• What technology can you not live without?
• What technology scares and confuses you?
• What would you like to do/use, but
havent/cant/dont think you can?
• What technology seduces you the most?
Activity: 3-5 minutes.
21. Task
How much do we already know/use?
Define the key terms provided on the next slide.
TIP: say what they are (what they „do‟); not
examples (unless you have to)
Activity: 5 minutes
22. Delicious Asynchronous
Tag Bubbl.us
VLE RSS feed
MLE Drop box
Ning Google.doc
Yammer Vodcast
Wimbar M Learning
Google Jockeying Poll
Wordle Rich media
Synchronous Facebook
„backchanneling‟ Avatar
AudioBoo
Prezi
24. E-Learning 2.0?
• The term e-Learning 2.0 is used to refer to new ways of
thinking about e-learning inspired by the emergence of
Web2.0 technologies and platforms and the rise of social
media.
• This new e-learning places increased emphasis on
social learning and use of social networking and social
software such as blogs, wikis, podcasts and virtual
worlds such as second life.
28. Warnings
Carr, 1999:
“Without appropriate pedagogy, use of
high capacity communication services
cannot provide significant improvements in
learning outcomes. In general, it is the
pedagogy that provides for learning, not
the technology or the software alone.”
Carr, J. (1990) The Future is already Here. URL: http://www.educationau.edu.au/archieves/Broadband/Report.htm
29. 2009 OfSTED report
„Virtual learning environments: an evaluation
of their development in a sample of
educational settings‟
31. See the 31 resources and activities here:
http://allthingsteachereducation.blogspot.c
o.uk/2012/10/elearning-ideas.html
22 things to explore in the above post…
… and a further 9 more in this one below…
http://allthingsteachereducation.blogspot.co.
uk/2013/01/further-elearning-ideas-
another-9.html
44. You are required to produce a
written answer to the following
question:
Identify and critically evaluate the
adoption of a new or emerging
technology to enhance learning in
the classroom or beyond.
45. This module seeks to extend
your knowledge of New and
Emerging Technologies and
how these might be used to
develop and enhance
teaching and learning in
your professional context.
46. For the purpose of this assignment, „New and Emerging Technologies‟
might be considered to include a wide range of Mobile, Online and
Web2.0 tools and platforms:
•Learning platforms (MLE/VLE e.g. Moodle or Fronter which are similar
to UEL Plus but used by many schools)
•Mobile technologies
•Podcasts
•Survey software (e.g. surveymonkey)
•Social Bookmarking (e.g. Diigo)
•RSS (using aggregators such as Google Reader)
•Wikis (e.g. pbworks)
•Google docs
•Video conferencing
•Performance Analysis software
•Digital cameras
•Blogs (e.g. Edublog) and microblogging (e.g. Yammer)
•Gaming
•Music technologies
•GPS
...and there will be many others that could be added to this list.
47. The „new and emerging technology‟ in
question that you chose to focus upon for
this assignment could be a piece of
hardware (such as a video camera or a
mobile/smart phone), a Web2.0 tool (such
as a wiki or a blog), an online managed
environment/platform (such as a Virtual
Learning Environment (VLE)) or a form of
connectivity (such as the use of Geo-
Tagging or Really Simple Syndication
(RSS) feeds).
48. Beetham and Sharpe (2007)
“Pedagogy before
technology”
Beetham, H. and Sharpe, R. (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering e-Learning.
London: Routledge.