PDF (Migrated (PDF/A Conversion) from original format: (application/pdf))
- Published Version
Available under License Creative Commons Attribution Non-commercial.
This article reports on a study conducted to gain insight into teachers’ beliefs about elearning. Data collection relied on discussions conducted with 16 teachers from six high schools in two adjacent municipalities of one Canadian province. Data collection and analysis were guided by a framework of research-validated, learner-centred principles. Teachers’ beliefs portrayed learners as digital natives who actively consume information and knowledge, engage emotionally with technology, and devote themselves to it. Beliefs about teaching referred to teachers as guides and mediators in the knowledge process who can give creative control of the technology, engage learners, and promote higher-order thinking skills. Beliefs about the Internet highlighted its potential to provide unlimited, authentic, purposeful, relevant, participatory, and individualized learning that can take place outside the classroom.
|Department(s):||Education, Faculty of|
Actions (login required)