Educators’ Expectations on Technology Enhanced Education (TEE): Should and Could They Be Modified?

Carlo Giovannella, Claudia Di Lorenzo, Simona Scarsella and Corrado Amedeo Presti
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Carlo Giovannella: University of Rome Tor Vergata, Italy
Claudia Di Lorenzo: University of Rome Tor Vergata, Italy
Simona Scarsella: University of Rome Tor Vergata, Italy
Corrado Amedeo Presti: University of Rome Tor Vergata, Italy

International Journal of Digital Literacy and Digital Competence (IJDLDC), 2011, vol. 2, issue 3, 41-55

Abstract: This paper reports and discusses the result of a survey focused on the perceptions and expectations on TEE applications, conducted among 500 Italian educators (university, high/middle/elementary schools and professionals) involved in on-line or blended learning practices. The expectations are quite basic ones, although may depend on the educational level: support to content sharing and production, communication, assessment and team working are at the top of rank; much less relevant appear to be items like: support to socialization, process design and personalization. Very similar results have been obtained also from a survey among schools’ teachers, novices for TEE, attending a Master in “e-learning: methods, techniques and applications”. The survey was conducted after the conclusion of the first part of the master carried on according to a very traditional distance learning process: content download, self-evaluation tests, tutor assistance upon request. However, after the participation to the second part of the Master, organized as a collaborative, design inspired P3BL (problem, project and process based learning) experience, their opinions on TEE changed in a considerable manner. This indicates how necessary a dissemination action on a large scale among educators with regard to both TEE potentialities and design literacy would be.

Date: 2011
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