I want to recommend Matt Bower’s 2017 book Design of technology-enhanced learning; integrating research and practice (Emerald Publishing).
The focus is on design thinking and learning design, and how they can be enhanced by the use of technology. Matt delivers a solid analysis of the evidence-based research on educational technology. He provides useful suggestions and examples for practice at the “coalface”, that is, in the classroom. This book outlines the underpinnings for good pedagogical practice and for designing exemplary learning experiences using Web 2.0, social networking, mobile learning and virtual worlds.
What is your learning style? Kinesthetic, auditory, visual? This post from Quartz – Kinesthetic no more: You may think you learn better in a certain way. You actually don’t – debunks the notion of learning styles. Interesting! What does this mean for the plethora of publications and training courses built around the concept?
A more recent Quartz blog post states that “the concept of different ‘learning styles’ is one of the greatest neuroscience myths”. Supported by evidence from several papers, the author suggests that we all fundamentally learn in a similar way and in spite of a “thriving industry devoted to such guidebooks”, there is little evidence to prove the hypothesis. It’s not surprising – the theory always seemed a little simplistic to me.
This new blog is to be a commentary on all things in the world of learning technologies and pedagogical practice for both school and for tertiary education levels.
Let’s get started with TPACK. According to this model, there are three elements and seven intersecting components required for effective technology integration – content, pedagogy and technology.
Who better to explain the rationale than the authors? Koehler’s description of TPACK can be found here.