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Presentation: ICTs and Educational Research in Changing Times

TitleICTs and Educational Research in Changing Times
Authors
Issue Date2002
Citation
CITE Seminar Series 05 (ICTs and Educational Research in Changing Times), Hong Kong, China, 6 May 2002 How to Cite?
DescriptionIncreasingly the use of Information and Communication Technologies (ICTs) in teaching and learning has become a key focus of educational research. However, the effective use of ICTs in education depends on various factors of performance and context which are not always effectively recognized by the traditional delineation between quantitative and qualitative research methodologies. In other words, research about ICT-related tools, programs, methods and imperatives in education often involve or require new and changing notions of an effective design, evaluation, and implementation stages or processes of research. Likewise, there is a related need to re-visit and distinguish the 'constants' of effective research (e.g. the construction and refinement of a relevant and focused research problem or question) in changing times whatever the methodological approach taken. This presentation will thus explore some of the issues, requirements and possibilities of doing educational research involving ICTs in changing times.
Dr. Cameron Richards is a lecturer at the Singapore National Institute of Education whose recent teaching, research and publications have revolved around the practical as well as conceptual/theoretical problem of integrating in education the Information and Communication Technologies (ICTs) exemplified by the internet. Over the last seven years in two countries he has designed, developed and coordinated innovative ICT-related courses in various modes of 'e-learning' which have been well-received by students. In terms of his PhD and Masters dissertation supervision as well as his own research projects, he has been particularly interested in the challenge of designing effective research methodologies for ICT integration in education - that is, inquiries which retain connections to concrete, performative, and problem-based contexts of application. He has also presented and published widely on related topics such as performative action research, project/problem-based learning, an appropriate ICT learning model, a theory of the hypermedia interface, and an integrated approach to e-learning . His recent articles have been published in journals such as Teaching and Learning, Education and Computers, Language Learning and Technology, and Educational Technology. With a colleague he won a best paper award for the area of 'technology diffusion' in education at the 2001 Society for Information Technology in Education conference in Orlando.
Persistent Identifierhttp://hdl.handle.net/10722/44031

 

DC FieldValueLanguage
dc.contributor.authorRichards, C-
dc.date.accessioned2007-05-14T03:29:45Z-
dc.date.available2007-05-14T03:29:45Z-
dc.date.issued2002-
dc.identifier.citationCITE Seminar Series 05 (ICTs and Educational Research in Changing Times), Hong Kong, China, 6 May 2002en
dc.identifier.urihttp://hdl.handle.net/10722/44031-
dc.descriptionIncreasingly the use of Information and Communication Technologies (ICTs) in teaching and learning has become a key focus of educational research. However, the effective use of ICTs in education depends on various factors of performance and context which are not always effectively recognized by the traditional delineation between quantitative and qualitative research methodologies. In other words, research about ICT-related tools, programs, methods and imperatives in education often involve or require new and changing notions of an effective design, evaluation, and implementation stages or processes of research. Likewise, there is a related need to re-visit and distinguish the 'constants' of effective research (e.g. the construction and refinement of a relevant and focused research problem or question) in changing times whatever the methodological approach taken. This presentation will thus explore some of the issues, requirements and possibilities of doing educational research involving ICTs in changing times.en
dc.descriptionDr. Cameron Richards is a lecturer at the Singapore National Institute of Education whose recent teaching, research and publications have revolved around the practical as well as conceptual/theoretical problem of integrating in education the Information and Communication Technologies (ICTs) exemplified by the internet. Over the last seven years in two countries he has designed, developed and coordinated innovative ICT-related courses in various modes of 'e-learning' which have been well-received by students. In terms of his PhD and Masters dissertation supervision as well as his own research projects, he has been particularly interested in the challenge of designing effective research methodologies for ICT integration in education - that is, inquiries which retain connections to concrete, performative, and problem-based contexts of application. He has also presented and published widely on related topics such as performative action research, project/problem-based learning, an appropriate ICT learning model, a theory of the hypermedia interface, and an integrated approach to e-learning . His recent articles have been published in journals such as Teaching and Learning, Education and Computers, Language Learning and Technology, and Educational Technology. With a colleague he won a best paper award for the area of 'technology diffusion' in education at the 2001 Society for Information Technology in Education conference in Orlando.-
dc.description.sponsorshipCentre for Information Technology in Education, University of Hong Kongen
dc.format.extent134403 bytes-
dc.format.mimetypeapplication/pdf-
dc.languageeng-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleICTs and Educational Research in Changing Timesen
dc.typePresentationen
dc.description.naturepublished_or_final_versionen_HK

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