Technology-enhanced education
Parent term: Education
 The use of information and communication technologies as mediating devices supporting student learning that can include elements of assessment, tutoring, and instruction. It involves a wide set of applications and processes, such as web-based learning, computer-based learning, virtual classrooms and learning environments, and digital collaboration. ... Also referred to as ‘e-learning’ (or electronic learning) and ‘digital learning’. Source: UNESCO IBE 2013, Global
| Organisation: | UNESCO International Bureau of Education , UN |
| Source: | IBE Glossary of Curriculum Terminology (2013) |
| Description: | The main purpose of the UNESCO IBE Glossary of curriculum-related terminology is not to establish standard universally applicable definitions. Rather, it is intended to be a working reference tool that can be used in a range of activities and help to stimulate reflection among all those involved in curriculum development initiatives.
Based on the feedback to the consultation document, a new version of the Glossary has been prepared. The final document has been further revised by a small editorial team comprising: Mr Massimo Amadio and Ms Ruth Creamer, UNESCO IBE; Ms Dakmara Georgescu, Programme Specialist, UNESCO Regional Bureau for Education in the Arab States and Cluster Office (Beirut); Mr Jan Berkvens; Mr Alexandru Crisan (Romania), Lead Education Consultant, World Bank and Kuwait Government Partnership Programme for Education; and Mr Philip Stabback. p.1 (Introduction) |
(Technology-rich instruction) Technology-rich instruction – a structured education program that shares the features of traditional instruction, but also has digital enhancements such as electronic whiteboards, broad access to Internet devices, document cameras, digital textbooks, Internet tools, and online lesson plans. The Internet, however, does not deliver the content and instruction, or if it does, the student still lacks control of time, place, path, and/or pace. Source: Staker/Horn 2012, USA
| Organisation: | Innosight Institute, USA |
| Source: | Classifying K-12 Blended learning (2012) |
| Description: | About the corporate author:
"Innosight is a management consulting firm advising enterprises on business strategy. Innosight was founded in 2000 by Harvard Business School professor Clayton M. Christensen and senior partner Mark W. Johnson. Innosight uses methods based on the concept of disruptive innovation, a theory defined by Christensen in his book The Innovator's Dilemma." (Source Wikipedia, as of February 2016)
About the publication:
"the following blended-learning taxonomy and definitions expand upon and refine our previous work in helping to create a shared language for the K–12 blended-learning sector."
p. 1 (Introduction) |
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