Messy or not: the role of education institutions in leading successful applications of digital technology in teaching and learning

Littlejohn, C; Hunter, JL

Messy or not: the role of education institutions in leading successful applications of digital technology in teaching and learning

Littlejohn, C Hunter, JL

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Publication Type:: Journal Article
Citation:: Australian Educational Leader, 2016, 38 (3), pp. 62 - 65
Issue Date:: 2016

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Field	Value	Language
dc.contributor.author	Littlejohn, C	en_US
dc.contributor.author	Hunter, JL https://orcid.org/0000-0001-9232-8895	en_US
dc.date.issued	2016	en_US
dc.identifier.citation	Australian Educational Leader, 2016, 38 (3), pp. 62 - 65	en_US
dc.identifier.issn	1832-8245	en_US
dc.identifier.uri	http://hdl.handle.net/10453/107990
dc.description.abstract	Digital technology and the internet are ubiquitous in the lives of people across the globe. With that reality in mind, school education is required to embrace a number of new learning challenges if it is to meet students' employment and social needs. Technologies like the internet, support new forms of learning, based on "bottom-up principles of collective exploration, play and innovation" (Selwyn, 2013, p. 198), which encourage learning through authentic activities and interactions. Not only is technology about engagement in teaching and learning in school classrooms, it is changing the way that education occurs. This circumstance is reflected in the Australian Curriculum (AC), which is now more differentiated, more collaborative and more creative because it considers the opportunities for technology in student learning.	en_US
dc.relation.ispartof	Australian Educational Leader	en_US
dc.title	Messy or not: the role of education institutions in leading successful applications of digital technology in teaching and learning	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	38	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	38	en_US

Abstract:

Digital technology and the internet are ubiquitous in the lives of people across the globe. With that reality in mind, school education is required to embrace a number of new learning challenges if it is to meet students' employment and social needs. Technologies like the internet, support new forms of learning, based on "bottom-up principles of collective exploration, play and innovation" (Selwyn, 2013, p. 198), which encourage learning through authentic activities and interactions. Not only is technology about engagement in teaching and learning in school classrooms, it is changing the way that education occurs. This circumstance is reflected in the Australian Curriculum (AC), which is now more differentiated, more collaborative and more creative because it considers the opportunities for technology in student learning.

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http://hdl.handle.net/10453/107990