| 25101 |
Creator |
63dcee00858a17aaeeaf49f0344f1fa0 |
| 25101 |
Date |
2010-12 |
| 25101 |
Is Part Of |
p1365893X |
| 25101 |
Is Part Of |
repository |
| 25101 |
abstract |
The role of an educational technologist is difficult to define. This paper reflects
on the experience of working on a range of technology enhanced learning in science
projects to review a number of working principles which have proved effective to the
practice of educational technology. It discusses how these principles relate to the
theories in use in educational technology. Three case studies are considered illustrating
methods of participatory design, design based research and socio-cultural approaches.
All the case studies are taken from the application of educational technology principles
to the design of examples of science instruction. The paper offers an interpretation
of the contemporary practice of educational technology |
| 25101 |
authorList |
authors |
| 25101 |
status |
peerReviewed |
| 25101 |
type |
AcademicArticle |
| 25101 |
type |
Article |
| 25101 |
label |
Scanlon, Eileen (2010). Technology enhanced learning in science: interactions,
affordances and design based research. Journal of Interactive Media in Education
|
| 25101 |
label |
Scanlon, Eileen (2010). Technology enhanced learning in science: interactions, affordances
and design based research. Journal of Interactive Media in Education |
| 25101 |
Title |
Technology enhanced learning in science: interactions, affordances and design based
research |
| 25101 |
in dataset |
oro |