摘要：This paper reports the findings of research
conducted by three teacher educators about the effects on teaching and learning
from implementing a variety of digital technologies in their undergraduate
courses. The aim of this study was to assess the degree to which certain
university supported digital technologies assisted in promoting student
engagement and participation in collaborative learning. The data are based on the semester long experiences of the three lecturers and their
students. From this data emerged an holistic picture that highlights which of
the implemented digital technologies constrains or enables particular
pedagogical aspects such as communication of course requirements; student
engagement, meaningful formative feedback; and deep connections between course
elements. This picture assisted the authors in generating a matrix for
implementing certain digital technologies that cater for diverse learning
styles, and diversely experience an interest in using technology. The
theoretical framework for building the matrix is based on Collins, Brown and
Newman’s (1990) Cognitive Apprenticeship Model. It is also underpinned by the
suggestions that as “teachers” we too often
overlook whether or not our students have the requisite skills to engage with
technologies because of tacit assumptions about how this generation of students
wants to learn. Likewise, the same can be said of those who provide
professional development sessions for staff who are learning how to use new
technologies and who often appear to make similar assumptions.
