| Non-Refereed Presentation (Snapshot) | Monday 11:15 - 12:10 |
Thinking differently: Preparing critically informed hi-tech teachers
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Mark Brown
Massey University
m.e.brown@massey.ac.nz
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Fiona Murray
Massey University
f.m.murray@massey.ac.nz
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This paper describes how case-based scenarios are being used to help students critique the rapid growth of information and communication technology (ICT) in education. It argues that the latest (e)learning movement is inherently problematic and higher educators must encapsulate this basic principle in their course design. A number of different case-based scenarios in which role-play has been used to problematize the ICT movement are presented and these are shown to offer considerable potential in exposing the tensions, contradictions and half-truths associated with the so-called digital classroom. The paper demonstrates how relatively low-tech innovations such as case-based scenarios can be blended with the latest hi-tech developments in instructional technology to engage students in deeper levels of critical dialogue over current efforts to transform education-for better and worse.
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