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Pedagogy with information and communications technologies in transition

机译：转型中的信息和通信技术的教学法

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This paper presents an analysis of ways in which pedagogy with information and communications technologies (ICTs) may need to adapt to accommodate to a major shift in our conceptions of knowledge and learning. A holistic approach to this analysis based on Checkland's "systems thinking" suggested changes in pedagogy needed for 21st century learning and suggested ways of managing the complexity in order to support teachers in developing their pedagogical practices. The examination of how learning is conceptualised while learners are in contact with vast arrays of knowledge through Internet access and how this understanding can be reconciled with current views of knowledge acquisition in formal education suggests a need for rebalancing in most phases of education between individual work and group participation. Furthermore, opportunities need to be increased for learners to develop expertise in their chosen domains and to make links between their formal and informal learning. Examination of scenarios in which people learn through peer interaction rather than any formal teaching suggests a need to recognise and not underestimate young people's capabilities. The paper proposes incorporating opportunities for students to engage with self-organizing social systems into pedagogy. This would complement an emphasis on develosping and understanding both individual and shared expertise.
机译：本文对信息和通信技术（ICT）的教学法可能需要进行调整以适应我们的知识和学习观念的重大转变进行了分析。以Checkland的“系统思维”为基础的整体分析方法，提出了21世纪学习所需的教学法变革，并提出了管理复杂性的方法，以支持教师发展其教学实践。在学习者通过互联网访问与大量知识接触时如何将学习概念化的研究以及这种理解如何与当前正规教育中知识获取的观点相吻合的研究表明，在教育的大多数阶段中，个人工作与学习之间需要重新平衡。小组参与。此外，需要增加机会，让学习者发展所选领域的专业知识，并在正式和非正式学习之间建立联系。考察人们通过同伴互动而不是任何形式的教学来学习的情景表明，需要认识到而不是低估年轻人的能力。本文提出将学生参与自我组织的社会系统的机会纳入教学法。这将补充对发展和理解个人和共享专业知识的强调。

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