Technology-Enhanced Learning: Review and Prospects

Westera, Wim. "Technology-Enhanced Learning: Review and Prospects." Serdica Journal of Computing 4.2 (2010): 159-182. <http://eudml.org/doc/11383>.

@article{Westera2010,
abstract = {This paper is a reflection on the history and future of technology-enhanced learning. Over the last century various new technologies were introduced in education. Often, educational revolutions were proclaimed. Unfortunately, most of these new technologies failed to meet the high expectations. This paper reviews the rise and fall of various "revolutionary" learning technologies and analyses what went wrong. Three main driving factors are identified that influence the educational system: 1) educational practice, 2) educational research, and 3) educational technology. The role and position of these factors is elaborated and critically reviewed. Today, again many promising new technologies are being put in place for learning: gaming, social web, and mobile technologies, for example. Inevitably, these are once again proclaimed by its supporters to revolutionise teaching and learning. The paper concludes with identifying a number of relevant factors that substantiate a favourable future outlook of technology-enhanced learning.},
author = {Westera, Wim},
journal = {Serdica Journal of Computing},
keywords = {Technology-Enhanced Learning; Education; Innovation; Educational Technology; Research; Computer; Media; History},
language = {eng},
number = {2},
pages = {159-182},
publisher = {Institute of Mathematics and Informatics Bulgarian Academy of Sciences},
title = {Technology-Enhanced Learning: Review and Prospects},
url = {http://eudml.org/doc/11383},
volume = {4},
year = {2010},
}

TY - JOUR
AU - Westera, Wim
TI - Technology-Enhanced Learning: Review and Prospects
JO - Serdica Journal of Computing
PY - 2010
PB - Institute of Mathematics and Informatics Bulgarian Academy of Sciences
VL - 4
IS - 2
SP - 159
EP - 182
AB - This paper is a reflection on the history and future of technology-enhanced learning. Over the last century various new technologies were introduced in education. Often, educational revolutions were proclaimed. Unfortunately, most of these new technologies failed to meet the high expectations. This paper reviews the rise and fall of various "revolutionary" learning technologies and analyses what went wrong. Three main driving factors are identified that influence the educational system: 1) educational practice, 2) educational research, and 3) educational technology. The role and position of these factors is elaborated and critically reviewed. Today, again many promising new technologies are being put in place for learning: gaming, social web, and mobile technologies, for example. Inevitably, these are once again proclaimed by its supporters to revolutionise teaching and learning. The paper concludes with identifying a number of relevant factors that substantiate a favourable future outlook of technology-enhanced learning.
LA - eng
KW - Technology-Enhanced Learning; Education; Innovation; Educational Technology; Research; Computer; Media; History
UR - http://eudml.org/doc/11383
ER -