Abstract:

Information and Communication Technologies (ICTs) are increasingly visible in schools to enhance learners learning experience through various interactions. Many scholars argue for the purposeful integration of ICT into teaching and learning to widen the context of learning. Through the three generations of distance education pedagogy (Anderson & Dron, 2011) lens, the author gained insights into the dimensions of ICT pedagogical affordances and outlines how this ICT affordances could contribute to teaching and learning as a relational property of a three-way interaction posited by Anderson (2003a) consisting of learners, content, and teachers. Only empirical studies published in peer-reviewed academic journals between 2007 and 2017 with a specific focus on ICT integration and pedagogical affordances have been considered for the critical review. These studies were reviewed, analysed and coded through a qualitative content analysis approach. This work concludes by discussing the current trends to act as a barometer for potential benefits to help educators classify current and emerging technologies. Moreover, it provides insights into how ICT affordances suit a diverse range of learners that coexists in a classroom and organize the ICT pedagogical affordances according to the four key principles for learning: autonomy, connectedness, diversity, and openness.

Keywords:

ICT Pedagogical Affordances, ICT into Teaching and Learning, Three-Way Interaction using ICT.