Free, Simple and Easy to Use: Disruptive Technologies, Disruptive Innovation and Technology Enhanced Learning

Flavin, Michael

doi:10.1057/978-1-137-57284-4_2

Cited by 9 publications

(6 citation statements)

References 56 publications

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“…360 °video has many possibilities such as uses at the university, or during synchronous or asynchronous hybrid courses. Through this SWOT analysis, we can consider 360 °video a disruptive technology (Flavin, 2017) and also a disruptive innovation. 360 °video can be considered like a disruptive technology because it emphasizes practice and uses rather than design, that could change the way we organize, design and made teacher education courses in the future.…”

Section: Discussionmentioning

confidence: 99%

360° Video Integration in Teacher Education: A SWOT Analysis

Roche¹,

Kittel

Cunningham

et al. 2021

Front. Educ.

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Section: Discussionmentioning

confidence: 99%

360° Video Integration in Teacher Education: A SWOT Analysis

Roche¹,

Kittel

Cunningham

et al. 2021

Front. Educ.

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“…Some teachers may lack the pedagogical knowledge and fail to realise what the potential of these "new technological tools mean for instruction in early learning environments" (Kaumbulu, 2011, p. 3). Such challenges may serve as barriers to curricular integration and inevitably technology is used for its own intrinsic value rather than engaging constructively in the teaching and learning process -focusing on the technology itself instead of its pedagogical use (Flavin, 2017). Flavin argues that technology enhanced learning in higher education to date has been misdirected because it focused more on technologies than on practice with technologies, something which is also evident in Maltese primary and kindergarten classrooms (p. 19).…”

Section: Proposed Activity Systemmentioning

confidence: 99%

Investigating the impact of digital resources on pedagogy in a Maltese kindergarten classroom through an activity theory approach

Camilleri

2022

Studies in Technology Enhanced Learning

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“…Perkembangan teknologi yang begitu pesat sangat memungkinkan pemanfaatannya dalam kegiatan pembelajaran demi meningkatkan mutu pendidikan. Banyak riset yang sangat menganjurkan penggunaan dan pengintegrasian teknologi dalam proses pembelajaran seperti [1,2,3,4,5]. Salah bentuk pemanfaatan teknologi tersebut adalah penggunaan E-Modul.…”

Section: Pendahuluanunclassified

Improving High School Mathematics Teacher Ability in Making E-Module in Padang Panjang City

Musdi

2019

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Technological development is very possible to use in learning activities for improving the quality of education. Much research has strongly advocated the use and integration of technology in the learning process. One form of utilization of these technologies is the use of E-Modules. E-modules in learning are teaching materials used in assisting learning activities in the form of soft-files that are operated through computers. Interactive e-learning module motivates students to learn more spiritually, actively and independently that can be used by teachers in the learning process. E-Modules allow students to learn not only in the classroom but wherever they are. However, there are many teachers who cannot create or design e-modules. In West Sumatra itself, especially the city of Padang Panjang, e-modules are unknown by teachers. Based on the results of interviews with math subject teachers who are also chairmen of the High School Mathematics MGMP in Padang Panjang City, in general the teachers in the city of Padang Panjang do not know about e-modules and really need training or guidance on e-modules themselves to improve quality their learning in class. Based on this, it was felt necessary to implement an activity program to improve the ability of mathematics teachers in desaining E-Modules in the Padang Panjang city with the partners of Mathematics MGMP. This activity will be facilitated by the IT team who will explain the ins and outs of the E-Module so that technical knowledge about e-modules can be properly controlled by partners. In addition to the IT team this program also involves a team of Mathematics experts who will evaluate the modules designed by teachers during the implementation of the activities so that the quality of modules that can be used by students can be maintained. The mechanism for implementing PKM activities is carried out using action research steps which consist of 4 (four) stages, namely: planning, action, observation and evaluation, and reflection. The implementation of this activity creates e-learning modules that can be designed by subject teachers, especially mathematics.

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Free, Simple and Easy to Use: Disruptive Technologies, Disruptive Innovation and Technology Enhanced Learning

Cited by 9 publications

References 56 publications

360° Video Integration in Teacher Education: A SWOT Analysis

360° Video Integration in Teacher Education: A SWOT Analysis

Investigating the impact of digital resources on pedagogy in a Maltese kindergarten classroom through an activity theory approach

Improving High School Mathematics Teacher Ability in Making E-Module in Padang Panjang City

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