Distance Education and eduTechnology
From https://twitter.com/jjfbbennett Distance Education provides learning to student separated by distance, this should not lower teaching learning quality.
Technology is not enough. Transformative structures can be easily disregarded by implicit morphic practices.
Shifting content based teacher transmitted delivery to student inclusive learning requires whole-of-school approach.
Morphicbehaviour operating in a new structure will not improve learning effectiveness or achievement. It may do at best: maintain output.
Distance Education technologiesplasticises the actual place of instruction, within which the teacher fabricates the describable activities.
Distance Education teacher: is about transformative mastery of ICT contextually applied to the pedagogy used in quality classroom teaching.
Gatekeeper teachers can easily conjure up arguments to maintain the status quo to resist disruptive technologies.
5 levels 4, 21c teacher: global, school-organisation systems, students, learning teams, …
Technology is not enough. Transformative structures can be easily disregarded by implicit morphic practices.
Shifting content based teacher transmitted delivery to student inclusive learning requires whole-of-school approach.
Morphicbehaviour operating in a new structure will not improve learning effectiveness or achievement. It may do at best: maintain output.
Distance Education technologiesplasticises the actual place of instruction, within which the teacher fabricates the describable activities.
Distance Education teacher: is about transformative mastery of ICT contextually applied to the pedagogy used in quality classroom teaching.
Gatekeeper teachers can easily conjure up arguments to maintain the status quo to resist disruptive technologies.
5 levels 4, 21c teacher: global, school-organisation systems, students, learning teams, …