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Editorial

Editorial

Jameson, Jill, Ng'ambi, Dick, Bozalek, Vivienne and Carr, Tony (2016) Editorial. British Journal of Educational Technology, 47 (5):1. pp. 821-828. ISSN 0007-1013 (Print), 1467-8535 (Online) (doi:10.1111/bjet.12486)

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Abstract

This special issue: Emerging Technologies and Transforming Pedagogies: Part 2 continues our theme of recognising and responding to profound changes in educational technology. This focuses not only on significant, rapid global developments in technological change, but also on the accompanying capacities—or inabilities—of higher education institutions to adapt their pedagogic theories and practices to cope with the changes affecting tertiary education systems across the world. The focus of this issue is, therefore, again on technology-enabled learning (Jonassen, 1996) in authentic learning contexts in higher vocational education in Africa, but in this follow-up companion to Part 1, we broaden out our scope from the continent to include also articles from around the world that recognise the potential for rapid educational change orchestrated in tandem with technological advancement. The edition extends the work achieved in Part 1, building on research linked with two educational technology initiatives held in Africa in 2015. First, we include research that emerged from the online colloquium, Transforming Pedagogical Practices in African Higher Education with blended and online learning held in April 2015 and, second, academic research linked with the conference on Emerging Technologies and Authentic Learning in Higher Vocational Education (ETinEd) held in September of the same year. The University of Cape Town, in collaboration with numerous expert international partners, hosted and organised both of these scholarly initiatives. The African Virtual University, the e/merge Africa network and the University of Cape Town’s Educational Technologies Inquiry Lab (ETILAB), hosted the online colloquium. For the organisation of the conference, the papers from the colloquium and in support of both special editions, the ETILAB collaborated with the University of Greenwich in London, the University of the Western Cape, Cape Peninsula University of Technology and the University of Stellenbosch, funded in part by the British Educational Research Association Educational Technology Special Interest Group (the BERA EdTech SIG, led by Professor Jill Jameson), and supported by the Editors of the British Journal of Educational Technology.

Item Type: Article
Additional Information: Editorial introduces "Special Issue: Emerging Technologies and Transforming Pedagogies: Part 2"
Uncontrolled Keywords: Educational technology; higher vocational education; transforming pedagogies; emerging technologies
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Q Science > QA Mathematics > QA76 Computer software
Z Bibliography. Library Science. Information Resources > ZA Information resources > ZA4050 Electronic information resources
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Centre for Leadership & Enterprise
Faculty of Education & Health > Department of Secondary, LLTE & PE & Sport
Faculty of Education & Health > Education Research Group
Related URLs:
Last Modified: 02 Jan 2018 15:46
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/15774

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