Category:Position paper: Difference between revisions
mNo edit summary |
No edit summary |
||
| Line 17: | Line 17: | ||
5. be initiated into the community of practice of disseminators of research. | 5. be initiated into the community of practice of disseminators of research. | ||
Students were given the following scenario: | |||
Image that, as an education technologist, you are providing expert consultation to an educational organization such as a school, department of education, university, etc. The organization has a problem that relates to face-to-face teaching and learning. As an education technologist, you analyse the problem and provide evidence from the research literature about how information and communication technologies (ICTs) can solve the problem. You present a compelling overview of the problem, a convincing ICT solution, as well as solution to the counter arguments against use of ICTS for the specific problem. | Image that, as an education technologist, you are providing expert consultation to an educational organization such as a school, department of education, university, etc. The organization has a problem that relates to face-to-face teaching and learning. As an education technologist, you analyse the problem and provide evidence from the research literature about how information and communication technologies (ICTs) can solve the problem. You present a compelling overview of the problem, a convincing ICT solution, as well as solution to the counter arguments against use of ICTS for the specific problem. | ||
Revision as of 19:16, 17 July 2014
These position papers were written by students enrolled in course Education 6620, Issues and Trends in Educational Computing at Memorial University of Newfoundland, Newfoundland and Labrador, Canada.
Each paper in this category relies on evidence from peer-reviewed studies specifically on the topic.
From a pedagogical perspective, this assignment was designed with the following outcomes in mind:
1. Build a knowledge base related to issues and trends in educational computing;
2. develop skills of argumentation and critical thinking;
3. learn to provide evidence-based support for claims related to educational technology;
4. gain knowledge of the content of the major peer-reviewed journals in educational technology;
5. be initiated into the community of practice of disseminators of research.
Students were given the following scenario:
Image that, as an education technologist, you are providing expert consultation to an educational organization such as a school, department of education, university, etc. The organization has a problem that relates to face-to-face teaching and learning. As an education technologist, you analyse the problem and provide evidence from the research literature about how information and communication technologies (ICTs) can solve the problem. You present a compelling overview of the problem, a convincing ICT solution, as well as solution to the counter arguments against use of ICTS for the specific problem.
Pages in category "Position paper"
The following 36 pages are in this category, out of 36 total.