Book chapter 2009

Criteria for the implementation of learning technologies

VM
Vallance, Michael
 VK
Vallance, Kay
 MM
Matsui, Masahiro
Handbook of Research on Web 2.0 and Second Language Learning
Journal · pp. 1-19
Abstract

The grand narrative of educational policy statements lack clear guidelines on Information Communications Technology (ICT) integration. A review of current academic literature fails to provide consistent strategies for institutions and practitioners determined to adopt ICT in an informed way. This chapter introduces criteria for the successful implementation of ICT-enabled tasks. It argues that the integration of ICT is best supported by a pedagogy that facilitates experiential learning and a development of academic competencies. The context for demonstrating the importance of the informed use of ICT is a research project entitled, "iPod therefore iWrite," in which multiple-media content was developed by students in Japan and the United Kingdom. © 2009, IGI Global.

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Author Affiliations
Future University - Hakodate, Hakodate, Hokkaido, Japan
Brynteg Comprehensive School, Bridgend, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
1 Journal of Educational Change, (2000)
2 Roadblocks on the Information Highway the IT Revolution in Japanese Education, (2003)
3 Computer Use by Teachers are Cuban S Predictions Correct, (2001)
4 A Review of the Research Literature on the Use of Mles and Vles in Education, (2003)
5 Digital Age Literacy for Teachers Applying Technology Standards to Everyday Practice, (2007)
6 Learning Leading with Technology, (2005)
7 Language Learning Tasks, (1987)
8 Computer Applications in Second Language Acquisition, (2001)
9 ICT and Pedagogy A Review of the Research Literature, (2003)
10 Oversold and Underused Computers in the Classroom, (2001)
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