Using technology integration frameworks in vocational education and training
| Autor: | Amanda L. Lizier, Donna Rooney, Ann Reich |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Computer science
05 social sciences 050301 education Popularity Training (civil) Education Blended learning 13 Education 14 Economics 16 Studies in Human Society Vocational education 0502 economics and business ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Technology integration 0503 education 050203 business & management |
| Zdroj: | International Journal of Training Research. 19:93-106 |
| ISSN: | 2204-0544 1448-0220 |
| DOI: | 10.1080/14480220.2020.1864447 |
| Popis: | © 2020 Informa UK Limited, trading as Taylor & Francis Group. Technology-enhanced learning and blended learning delivery have been growing in popularity in vocational education and training contexts. Different technology integration frameworks have been developed to assess the extent and nature of this technology integration for learning, using frameworks primarily developed in school and higher education contexts. This article explores the usefulness of two of these technology integration frameworks–Substitution Augmentation Modification Redefinition (SAMR) and Technology Integration Matrix (TIM) to understand the adoption of technology blended into courses within a vocational education and training context. Using a case study of technology integration and moves towards blended learning within an Australian Defence Force (ADF) Vocational College, this article raises important questions for VET colleges about the relevance of such frameworks to guide integration of technology into learning in VET contexts. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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