Plymouth Institute of Education (UNITED KINGDOM)
About this paper:
Appears in: INTED2015 Proceedings
Publication year: 2015
Page: 8012 (abstract only)
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain
The future of education will be greatly influenced by new and emerging technologies. Students are now engaging with knowledge in new ways, creating and repurposing, as well as consuming content. Teachers are now grappling with a vast array of choices and possibilities, but often decisions are based on appearance rather than affordance. In this presentation I will address the perceptual gaps between intention and reality that are always present in education. These apply especially to the choices we make when we adopt new technologies. There are many differentials, some in the language used, some in the culture of learning, others in the choice of technology. Some gaps can appear in the psychological distances that occur when people learn using technology. Appropriate technologies can reduce the distance, whilst inappropriate technologies may amplify the distance. The psychological distance can be gender or age related, or can reflect some other differential present in society. I will highlight some of the new and emerging technologies and argue that for education to truly harness the power of these new tools, we really need to consider the human (social and psychological) issues as well as the technical perspectives. These include not only skills and competencies but also the new literacies that are evolving as we engage with knowledge making in the digital age.