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using technology to facilitate enquiry

Page history last edited by PBworks 13 years, 4 months ago

 Using technology to facilitate collaborative enquiry

 

Information and communication technology offers great potential for promoting and facilitating collaborative enquiry based approaches to learning, both in the classroom environment and outside: “As many new technologies are interactive, it is now easier to create environments in which students can learn by doing, receive feedback and continually refine their understanding and build new knowledge.” (Roisin Donnelly, Handbook of Enquiry and Problem-based Learning, 2005).

 

Examples may include:

•    Facilitating communication, feedback and reflection (learner-learner and learner-teacher) through use of online environments

•    Enabling collaborative group work through shared technologies such as wikis and interactive whiteboards

•    Accessing, investigating and managing rich and current information resources using online technologies such as the web, podcasts and e-portfolios

•    Connecting learners to outside and authentic experiences via video-conferencing

•    Facilitating collaborative enquiry and questioning using a electronic voting system in a lecture environment

 

 

Suggested issues and interesting lines for enquiry

 •    Technology is only a tool: what new and creative ways of facilitating and supporting enquiry have you used which exploit the available technologies?

 •    Introducing technology does not cause ‘good learning’:  it needs to be part of a coherent teaching and learning approach.  How can technology be successfully integrated to support enquiry-based approaches?

 •    What is the impact on teachers when integrating technology into an enquiry-based approach?  What skills, knowledge and experience do teachers need to make best use of potential that technology offers?

 •    How might use of technology for collaborative enquiry impact upon the design on physical learning spaces (from formal lecture theatres to informal self-study areas)?  

 •    How does the learner experience differ when using technology in enquiry-based learning?  

 •    Do learners need to extend their information literacy skills and develop ‘visual literacy’ skills to enable them to research and assess the increasing range of rich media resources such as images, films and podcasts?

 

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