Editorial: Researching Technology-Enabled Teaching, Learning and Training

dc.contributor.author Panda, Santosh
dc.contributor.editor Panda, Santosh
dc.coverage.spatial Pan-Commonwealth en_US
dc.date.accessioned 2021-07-26T19:01:57Z
dc.date.available 2021-07-26T19:01:57Z
dc.date.issued 2021-07-20
dc.description.abstract In a recent publication, Mishra and Panda (2020) reasserted ‘policy-capacity-technology’ as a theory of change model in effective implementation of technology-enabled learning (TEL), and at the same time underlined “to engage in capacity building in institutions and focus on our collective understanding of ‘learning’ in a ‘networked’ society, making use of resource-based learning within and beyond the Commonwealth in the broader sense as well as in the contexts of socio-cultural and educational ecologies” (p. 237). In this change model, research on TEL assumes considerable significance. The current focus on provisions and mechanisms notwithstanding, we need to go beyond to address if at all and how technology facilitates teachers’ teaching and learners’ learning (Kirkwood & Price, 2013). en_US
dc.identifier.doi https://doi.org/10.56059/jl4d.v8i2.536
dc.identifier.uri http://hdl.handle.net/11599/3893
dc.language.iso en en_US
dc.publisher Commonwealth of Learning (COL) en_US
dc.relation.ispartofseries Journal of Learning for Development;Vol 8; No 2
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/ en_US
dc.subject Technology-Enabled Learning (TEL) en_US
dc.subject Research en_US
dc.subject Training en_US
dc.subject Teaching and Learning Methods en_US
dc.title Editorial: Researching Technology-Enabled Teaching, Learning and Training en_US
dc.type Journal Article en_US
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