SGDT6023A172 by Dr. Jelani https://padlet.com/jelani/6023A172p Spector's article en-us 2018-04-05 01:36:38 UTC 2025-09-28 11:12:44 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Clouds.png Nurul Naim Bt Abdullah Sani https://padlet.com/jelani/6023A172p/wish/253244323 1. Article Spector
Trends in Using Technologies in Education

The trend based on The Horizon Report NMC,(2013)

1. More open content, data, resources, and access, as exemplified in MOOCs

2. Increase demands from business, industry and the government for more informal, work‐ related instruction delivered online 

3. New sources and methods to support personalized learning (as previously emphasized)

 4. Changing roles for educators and changing educational paradigms (one should not expect such changes to happen quickly or easily, although that is a common assumption of many educational technologists)

The trend based on The Roadmap for Education Technology (Woolf, 2010)
(a) more personalization of education
(b) more emphasis on assessment
(c) increasing emphasis on socially‐situated learning


Generalized trends summaries

1. Smaller, more portable and more flexible devices to support learning (a combination of several of the categories found in the sources previously mentioned)
2. Larger and more powerful data
 sets and information repositories (e.g., as indicated by learning analytics and other technologies previously mentioned)
3. Richer educational environments (richer in terms of resources, delivery methods, learning activities, interfaces, and so on)
4. More holistic approaches to the use and integration of learning and associated evaluation and research efforts (Spector, 2005, 2008, 2009, 2012). 


The research issues.

1. Technologies change 
2. 


]]> 2018-04-19 01:03:51 UTC https://padlet.com/jelani/6023A172p/wish/253244323 Lim Foo Swee fswee_lim https://padlet.com/jelani/6023A172p/wish/253302722 Trends and Research Issues in Educational
Technology

Trend based on the the two European Networks of Excellence (Gala and Stellar)
1. Smaller, more portable and more flexible devices to support learning (a combination of several of the categories found in the sources previously mentioned);

2. Larger and more powerful data sets and information repositories (e.g., as indicated by learning analytics and other technologies previously mentioned);

3. Richer educational environments (richer in terms of resources, delivery methods, learning
activities, interfaces, and so on); and,

4. More holistic approaches to the use and integration of learning and associated evaluation and research efforts (Spector, 2005, 2008, 2009, 2012).

A few such values
expressed in an Educratic Oath (Spector, 2005):
a)  Do nothing to impair learning and instruction; 

b)  Do what you can to improve learning and instruction;  

c)  Base your actions on evidence that you and others have gathered and analyzed; 

d)  Share the principles of learning and instruction that you have learned with others; and,  

e)  Respect the individual rights of all those with whom you interact.  ]]> 2018-04-19 07:29:28 UTC https://padlet.com/jelani/6023A172p/wish/253302722 Mazlina Binti Rodzi https://padlet.com/jelani/6023A172p/wish/254247782 2018-04-23 05:41:52 UTC https://padlet.com/jelani/6023A172p/wish/254247782 Khariul Ridzwan Bin Haron https://padlet.com/jelani/6023A172p/wish/254395776
 Trends in Using Technologies in Education

- Changing roles for educators and changing educational paradigms (one should not expect such changes to happen quickly or easily, although that is a common assumption of many educational technologists)



The Horizon Report (NMC, 2013)
mentions such trends as these:

 - More open content, data, resources, and access, as exemplified in MOOCs

- Increase demands from business, industry and the government for more informal, work‐ related instruction delivered online 

- New sources and methods to support personalized learning (as previously emphasized)

 - Changing roles for educators and changing educational paradigms (one should not expect such changes to happen quickly or easily, although that is a common assumption of many educational technologists)


RESEARCH CHALLENGES

- Technologies change.
- Educational and training situations change.
- Learning approaches change.
- Universities are slow to change or develop new curricula.
- To revising instructional design
curricula, teachers need
to prepare much differently than
is currently standard practice.


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