Skip to main content

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

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

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-3-319-71054-9_8
  • Chapter length: 16 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   599.99
Price excludes VAT (USA)
  • ISBN: 978-3-319-71054-9
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book
USD   799.99
Price excludes VAT (USA)

References

  • Aberta Education. (2012). Bring your own device: A guide for schools. Retrieved from http://education.alberta.ca/admin/technology/research.aspx

  • Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Educational Technology & Society, 11(4), 29–40.

    Google Scholar 

  • Atkeson, S. (2014). Harvard-MIT partnership unveils new MOOCs for K-12. Education Week, 8.

    Google Scholar 

  • Bebell, D. & Kay, R. (2010). One to one computing: A summary of the quantitative results from the Berkshire Wireless Learning Initiative, Journal of Technology, Learning, and Assessment, 9(2). Retrieved from http://ejournals.bc.edu/ojs/index.php/jtla/issue/view/146

  • Bullen, M., Morgan, T., & Qayyum, A. (2011). Digital learners in higher education: Generation is not the issue. Canadian Journal of Learning & Technology, 37, 1.

    Google Scholar 

  • Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445–459.

    CrossRef  Google Scholar 

  • Clark, D., Tanner-Smith, E., & Killingsworth, S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122.

    CrossRef  Google Scholar 

  • Crook, C. (2012). The ‘digital native’ in context: Tensions associated with importing web 2.0 practices into the school setting. Oxford Review of Education, 3(1), 63–80.

    CrossRef  Google Scholar 

  • Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.

    Google Scholar 

  • Erstad, O. (2009). Addressing the complexity of impact – A multilevel approach towards ICT in education. In F. Scheuermann & F. Pedró (Eds.), Assessing the effects of ICT in education (pp. 21–40). Luxembourg: Publications Office of the European Union.

    Google Scholar 

  • Flipped Learning Network (FLN). (2014). The four pillars of F-L-I-P. Retrieved from https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf

  • Fuchs, T., & Woessmann, L. (2004). Computers and student learning: Bivariate and multivariate evidence on the availability and use of computers at home and at school. CESifo working paper series no. 1321. Retrieved from https://ssrn.com/abstract=619101

  • Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43(5), 783–801.

    CrossRef  Google Scholar 

  • Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43.

    CrossRef  Google Scholar 

  • Hidi, S., & Renninger, K. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.

    CrossRef  Google Scholar 

  • Howard-Jones, P. (2014). Neuroscience and education: A review of educational interventions and approaches informed by neuroscience. Millibank: The Education Endowment Foundation.

    Google Scholar 

  • Howard-Jones, P., Ott, M., Leeuwen, T., & De Smedt, B. (2015). The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning. Learning, Media and Technology, 40(2), 131–151.

    CrossRef  Google Scholar 

  • Khaddage, F., Christensen, R., Lai, K. W., Knezek, G., Norris, C., & Soloway, E. (2015). A model driven framework to address challenges in a mobile learning environment. Education and Information Technologies, 20(4), 625–640.

    CrossRef  Google Scholar 

  • Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7–19.

    CrossRef  Google Scholar 

  • Kozma, R. B. (2008). Comparative analysis of policies for ICT in education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 1083–1096). Berlin: Springer.

    CrossRef  Google Scholar 

  • Kroeger, L., Brown, R., & O’Brien, B. (2012). Connecting neuroscience, cognitive, and educational theories and research to practice: A review of mathematics intervention programs. Early Education and Development, 23, 37–58.

    CrossRef  Google Scholar 

  • Lai, K. W. (2008). ICT supporting the learning process: The premise, reality, and promise. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 215–230). Berlin: Springer.

    CrossRef  Google Scholar 

  • Lai, K. W., & Hong, K. S. (2014). Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educational Technology, 46(4), 725–738.

    CrossRef  Google Scholar 

  • Lawless, K. (2016). Educational technology: False profit or sacrificial lamb? A review of policy, research, and practice. Policy Insights from the Behavioral and Brain Sciences, 3(2), 1–9.

    CrossRef  Google Scholar 

  • Lee, J., Lin, L., & Roberton, T. (2012). The impact of media multitasking on learning. Learning, Media and Technology, 37(1), 94–104.

    CrossRef  Google Scholar 

  • Lenhart, A. (2015). Teens, social media & technology overview 2015. Pew Research Center. Retrieved from http://www.pewinternet.org/files/2015/04/PI_TeensandTech_Update2015_0409151.pdf

  • Lenhart, A., Kahne, J., Middaugh, E., Macgill, A. R., Evans, C., & Vitak, J. (2008). Teens, video games, and civics. Pew Research Center. Retrieved from http://www.pewinternet.org/files/old-media/Files/Reports/2008/PIP_Teens_Games_and_Civics_Report_FINAL.pdf.pdf

  • Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24.

    CrossRef  Google Scholar 

  • Livingstone, S., Haddon, L., & Gorzig, A. (2012). Children, risk and safety on the internet: Research and policy challenges in comparative perspective. Chicago: Policy Press.

    CrossRef  Google Scholar 

  • Maddux, C. D. (2003). Twenty years of research in information technology in education: Assessing our progress. In D. L. Johnson & C. D. Maddux (Eds.), Technology in education a twenty-year retrospective (pp. 35–48). New York: The Hawthorne Press.

    Google Scholar 

  • Nagel, D. (2014). One-third of U.S. students use school-issued mobile devices. THE Journal. Retrieved from http://thejournal.com/Articles/2014/04/08/A-Third-of-Secondary-Students-Use-School-Issued-Mobile-Devices.aspx?m=2&p=1

  • Navarro, R., Yubero, S., & Larranaga, E. (2016). Cyberbullying across the globe: Gender, family, and mental health. New York: Springer.

    CrossRef  Google Scholar 

  • OECD. (2015). Students, computers and learning: Making the connection. Retrieved from https://doi.org/10.1787/9789264239555-en

  • Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.

    Google Scholar 

  • Partnership for 21st Century Learning. (2007). Framework for 21st century learning. Retrieved from http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf

  • Passey, D., Rogers, C., Machell, J., McHugh, G., & Allaway, D. (2014). The motivational effect of ICT on pupils. London: Department for Education.

    Google Scholar 

  • Pawson, R., Greenhalgh, T., Harvey, G., & Walshe, K. (2005). Realist review: A new method of systematic review designed for complex policy interventions. Journal of Health Services Research and Policy, 1, 21–34.

    CrossRef  Google Scholar 

  • Pellegrino, J. W., & Hilton, M. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington, DC: National Research Academy.

    Google Scholar 

  • Philip, T., & Garcia, A. (2013). The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy. Harvard Educational Review, 83(2), 300–319.

    CrossRef  Google Scholar 

  • Prensky, M. (2001). Immigrants part 2: Do they really think differently? On the Horizon, 9(6), 2–6.

    CrossRef  Google Scholar 

  • Prensky, M. (2009). H. Sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate: Journal of Online Education, 5(1). Retrieved from http://nsuworks.nova.edu/innovate/vol5/iss3/1

  • Project Tomorrow. (2015). Project tomorrow and the flipped learning network speak up 2014 national data. Retrieved from http://www.tomorrow.org/speakup/2015_FlippedLearningReport.html

  • Rosen, L. D. (2010). Rewired: Understanding the iGeneration and the way they learn. New York: Palgrave Macmillan.

    Google Scholar 

  • Salomon, G. (2002). Technology and pedagogy: Why don’t we see the promised revolution? Educational Technology, 42(1), 71–75.

    Google Scholar 

  • Scardamalia, M. (2001). Big change questions. Will educational institutions, within their present structures, be able to adapt sufficiently to meet the needs of the information age? Journal of Educational Change, 2(2), 171–176.

    CrossRef  Google Scholar 

  • Selwyn, N. (2011). Education and technology: Key issues and debates. London: Continuum International Publishing Group.

    Google Scholar 

  • So, H.-J., Seow, P., & Looi, C.-K. (2009). Location matters: Leveraging knowledge building with mobile devices and web 2.0 technology. Interactive Learning Environments, 17(4), 367–382.

    CrossRef  Google Scholar 

  • Spitzer, M. (2014). Information technology in education: Risks and side effects. Trends in Neuroscience and Education, 3, 81–85.

    CrossRef  Google Scholar 

  • The New South Wales Department of Education and Training. (2009). One-to-one computing: Literature review. Retrieved from http://www.dec.nsw.gov.au/detresources/about-us/how-we-operate/national-partnerships/digital-education-revolution/rrql/support/lit_review.pdf

  • U.K. Department for Education. (2014). MOOCs: Opportunities for their use in compulsory-age education. Retrieved from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/315591/DfE_RR355_-_Opportunities_for_MOOCs_in_schools_FINAL.pdf

  • UNESCO. (2012). Working paper series on mobile learning: Turning on mobile learning in North America. Paris: UNESCO.

    Google Scholar 

  • Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34, 179–225.

    CrossRef  Google Scholar 

  • Wellington, J. (2004). Has ICT come of age? Recurring debates on the role of ICT in education, 1982–2004. Research in Science and Technological Education, 23(1), 25–39.

    CrossRef  Google Scholar 

  • Wicks, M. (2010). A national primer on K-12 online learning. Vienna: International Association for K-12 Online Learning.

    Google Scholar 

  • Young, M., Slota, S., Cutter, A., Jalette, G., Mullin, G., Lai, B., Simeoni, Z., Tran, M., & Yukhymenko, M. (2012). Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 61–89.

    CrossRef  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Kwok-Wing Lai .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this entry

Verify currency and authenticity via CrossMark

Cite this entry

Lai, KW. (2018). The Learner and the Learning Process: Research and Practice in Technology-Enhanced Learning. In: Voogt, J., Knezek, G., Christensen, R., Lai, KW. (eds) Second Handbook of Information Technology in Primary and Secondary Education . Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-71054-9_8

Download citation