1993
DOI: 10.1080/0962029930020210
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Teacher Education, Learning and the Information Generation: the progression and evolution of educational computing against a background of change

Abstract: Educational computing has evolved through three stages: topicality, surrogacy and progression; each new stage building onto, rather than replacing, existing practice. At ULTRALAB, Anglia Polytechnic University's Learning Technology Research Centre, work on the design and application of multimedia learning environments has identified three categories of use for interactive multimedia: narrative, interactive and participative. The evolution to a fourth stage of educational computing requires an emphasis on parti… Show more

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Cited by 23 publications
(6 citation statements)
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“…It is possible to see pedagogies involving ICT in all four of these models. Heppell's (1993) stages of development from Topicality to Surrogacy (where ICT is a replacement for the teacher) through to Progression (where ICT is an exploratory tool) and Pedagogical Change (where ICT is an agent of change in both what is learnt and how it is learnt) reflect these pedagogies. Integrated Learning Systems would, for example, fit into his Surrogacy stage and also be an example of Bruner's second model.…”
Section: The Role Of the Teacher In Relation To Ict And Its Effect Onmentioning
confidence: 99%
“…It is possible to see pedagogies involving ICT in all four of these models. Heppell's (1993) stages of development from Topicality to Surrogacy (where ICT is a replacement for the teacher) through to Progression (where ICT is an exploratory tool) and Pedagogical Change (where ICT is an agent of change in both what is learnt and how it is learnt) reflect these pedagogies. Integrated Learning Systems would, for example, fit into his Surrogacy stage and also be an example of Bruner's second model.…”
Section: The Role Of the Teacher In Relation To Ict And Its Effect Onmentioning
confidence: 99%
“…Less widely appreciated is a view of ICT's potential to change ways of learning. Heppell (1993) has described an evolution of views on the role of ICT in education, beginning with ICT as an object of study in its own right, progressing to a view of ICT as a replacement teacher, then the view of ICT as an exploratory tool for learning and finally as an agent of pedagogical change. At present, all these views prevail in education and, together with views in society at large, there is confusion over what is valued about ICT and confusion about the motives for promoting ICT.…”
Section: Introductionmentioning
confidence: 99%
“…Over the last two decades, the ICT sector has been revolutionized by advances which have profoundly transformed learning (Fuggetta, 2012), and made creative and exploratory pedagogies possible (Heppell, 1993). However, a review of the literature featuring teacher responses to ICT (Mumtaz, 2000) identifies five key areas to consider when integrating ICT in teaching and learning: (1) factors discouraging teachers´ use of technology; (2) schools as organizations; (3) factors encouraging teachers to use technology; (4) the role of the teacher and pedagogical impact of using ICT; and (5) teachers learning to integrate technology into their teaching.…”
Section: Design and Implementation Of Computer Games In Learningmentioning
confidence: 99%