Blended learning utilizes the affordances of information and communication technology to integrate online learning with face-to-face teaching. It facilitates to meet students' disciplinary learning needs and helps them achieve the intended learning outcomes so that they can advance in their professional study. The present study focuses on…

This report provides a snapshot of information from the 2016 New Zealand Council for Educational Research (NZCER) national survey regarding the role and impact of digital technologies for learning in New Zealand primary and intermediate schools. We asked teachers and principals how students were using digital technology in the classroom, and how…

This article focuses on personal learning environments (PLEs). The idea with PLEs is to put students in a more central position in the learning process by allowing them to design their own learning environments and by emphasising the self-regulated nature of the learning. This study describes the structure, functions and challenges of PLEs made by…

Skype, Edmodo, iApps, and Shutterfly may sound like fantasy characters or mythical creatures from some futuristic novel. But the students at Paine Primary School in Trussville, Alabama, will gladly explain that these odd-sounding names belong to the Web 2.0 applications in which they are fast becoming fluent. For these kids--and those at other…

In many schools of India, students of even elementary level are encouraged to use computer and the Internet for carrying out assignments independently during the summer break. This reflects the schools' efforts to use the potential of Information and communication technology (ICT) for supporting constructive learning. Technology can also address…

Upgraded with new features and components, the learning management system (LMS) has transformed into a platform that allows teachers to answer the challenges of 21st century education. Educators are taking full advantage of the new features that LMS vendors are regularly adding to their platforms. Although the formative years of LMSs trace back…

Today's college students, "digital natives," have had digital technology at their fingertips (Rushkoff, 1996; Prensky, 2001a). Technology habits and expectations of young people are changing; the educational and business worlds have placed a focus on skills called "21st century skills," to prepare students for the digital age (Lemke, 2002). Skills…

A cultural gap is widening in English secondary schools: between a twentieth-century ethos of institutional provision and the twenty-first century expectations and digital lifestyles of school students. Perhaps disaffected by traditional teaching methods and the competitive target culture of schools, many students have turned to social networking…

Web 2.0 tools are changing the way we work online. As lecturers, we need to understand how these emerging technologies impact both on our students' learning and on our own teaching practice. This means we must ourselves become more confident in our use of Web 2.0, to be able to cope with the rapidly changing nature of these technologies. In most…

According to John Thompson, Web 2.0 is here. Having moved away from its roots in a read-only medium, the Internet is now a place where any and all users can create, upload, and transform information. A crucial consideration for Thompson is how this technological transformation will affect the pedagogical practices of institutions of higher…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…