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The Learner and the Learning Process: Research and Practice in Technology-Enhanced Learning

  • Kwok-Wing Lai
Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

This overview chapter surveys the most significant developments of technology-enhanced learning (TEL) in primary and secondary education in the last 10 years to highlight some significant learning issues and challenges related to technology use in the twenty-first century, and also their implications to the learner and how these changes affect the learning process. New developments such as advances in neuroscience research, innovative pedagogical practices such as flipped learning, one-to-one computing, and online learning are discussed. While in the last 10 years there has been increasing focus on the learner rather than on the technology, mainstream research is still looking for technological impacts or effects on learning outcomes, and many adopt a rather deterministic view on the use of digital technologies in education. It is also noted that how innovative technology-supported learning environments can be scaled up and sustained is a major issue. Also, more attention needed be put on the psychological and emotional effects of TEL, as well as health and safety issues of digital technology use on the young learners.

Keywords

Technology-enhanced learning Learning process and characteristics ICT in education 

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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.University of Otago College of EducationDunedinNew Zealand

Section editors and affiliations

  • Kwok-Wing Lai
    • 1
  • Keryn Pratt
    • 2
  1. 1.University of Otago College of EducationDunedinNew Zealand
  2. 2.University of Otago College of EducationNorth DunedinNew Zealand

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