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When it comes to education, each significant technological adoption - Radio in the 30s, TV in the 60s, and more recently, the Internet in the 90s - has inevitably led to predictions of the demise of ‘learning as we know it’. While Radio and TV essentially lack sufficient interactivity to make a significant dent in teaching and learning interactions, the Internet, in particular Web 2.0 (and Web 3.0) tools, have fundamentally redefined human interactions. As a result of the substantial interactivities brought about by these ICT tools, pedagogical practices that were nearly impossible to realistically implement can now be actualised;for example the use of wikis to support a collaborative constructivist approach to learning. This injection of new pedagogical possibilities is to be largely celebrated, for it can potentially bring about deep and meaningful learning for the students. On the whole, the pedagogical explorations since the introduction of ICT have been both exciting and stimulating. Nevertheless, it is important, even crucial, to get a reasonable sense of not just what these technologies can do, but the impact they can have on learning behaviours: for as recent brain science research suggests, there could be changes on the neurological and physiological levels.
This presentation aims to share some perspectives on the changing behaviours of the young so as to provide some basis for formulating pedagogical responses to their learning needs. It will look at what a ‘Millennial Generation’ constitutes as well as challenges brought about by potential neurological changes. The presentation also hopes to round off by sharing some recent developments in the use of ICT to assess 21st Century skills.
|Category||Faculty Learning Symposium 2013|
|Speaker||Dr Cheah Horn Mun|
|Additional Material(s)||Slides (PDF)|