Session Information
ERG SES E 02, Network Workshop NW 16
Workshop
Contribution
Some 20 years ago, expectations for Information and Communication Technologies (ICTs) were rather ambitious. ICTs were expected to improve both personal and institutional performance, leading to higher outcomes and a better life for all. Learning and ICTs also became important issues in European education, entrepreneurship, and policy. However, when ICTs were first introduced in schools and universities, it was observed that the technologies implemented were designed as a replacement for traditional education, including the well-known system-based problems for marginal learners and their teachers in particular.
Nowadays, digital online tools increasingly reflect differentiations in social, cultural, educational, work, and societal realities. Teachers and students use digital media in ways that are more in line with the potential of ICTs. Moreover, European researchers and developers increasingly collaborate to analyse and create educational conditions that are designed to support the potential and achievement of various types of learners across national borders. Both types of development can be used to define specific criteria to guide and check the improvement of theory and practice of ICTs in learning and research in the future.
Method
Expected Outcomes
References
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