Techno-literacy and learning in blended, multicultural course environments

Arenas, Edilson and Lynch, Julianne 2012, Techno-literacy and learning in blended, multicultural course environments, in E-Learn 2012 : Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Association for the Advancement of Computing in Education, [Montréal, Québec], pp. 1-10.

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Title Techno-literacy and learning in blended, multicultural course environments
Author(s) Arenas, Edilson
Lynch, Julianne
Conference name World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (2012 : Montréal, Québec)
Conference location Montréal, Québec
Conference dates 9-12 Oct. 2012
Title of proceedings E-Learn 2012 : Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Editor(s) [unknown]
Publication date 2012
Conference series World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Start page 1
End page 10
Total pages 10
Publisher Association for the Advancement of Computing in Education
Place of publication [Montréal, Québec]
Keyword(s) techno-literacy skills
learning
multi-cultural environment
Summary For the last two decades, higher education institutions have been actively engaged in the use of online technology with the aim of transforming the way we teach and learn to improve students’ learning experiences and outcomes. However, despite significant investment in infrastructure and training and a wide-scale uptake of such technologies, the promised transformative effect on student learning is yet to be actualised outside of small pockets of innovation. In this paper, we argue that one of the factors contributing to lack of qualitative large-scale transformation is students’ lack of preparedness and experience in using online tools for learning purposes. Drawing on an ethnographic study of culturally diverse computing students and teachers within learning environments that blend online and face-to-face pedagogies, we argue that, although contemporary university students are largely operationally literate when using online learning tools, they often lack the cultural and critical skills required to use such technologies in a meaningful way to support powerful learning. We argue that, for online learning technologies to transform learning, students need to be supported to develop these higher order techno-literacy skills.
Language eng
Field of Research 130306 Educational Technology and Computing
Socio Economic Objective 930203 Teaching and Instruction Technologies
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2012, Association for the Advancement of Computing in Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30048392

Document type: Conference Paper
Collections: School of Education
Higher Education Research Group
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Created: Sat, 15 Sep 2012, 21:39:49 EST by Julianne Lynch

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