Pedagogical Considerations for Technology-Enhanced Learning

Abstract

AbstractTechnology-enhanced learning is a term often used in discussions about the place and role of technology in education. Yet many gaps still need to be addressed from a pedagogical perspective to remove the veil of fascination from technology-enhanced learning and to ensure that its use is planned purposefully. Planning should take account of the intended uses of the technology, which may be multifold. This paper summarizes the pedagogical considerations for a technology-enhanced learning process. In fact it is often thought that introducing technology to the educational environment is sufficient, without specifically restructuring the pedagogical process. The paper analyzes the potential goals of using technology in the educational process. It also looks at the pedagogical factors that make technology-enhanced learning successful: learning motivation, cognitive development, cognitive load, and knowledge development in the discourse of technology-enhanced learning. The chapter is organized as follows: an introduction to the terms followed by two sections—“Technology-enhanced learning” and “Pedagogical considerations”—and a discussion.