The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email administrator@ejel.org
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the European Conference on Games Based Learning clickhere

 
Journal Issue
Volume 16 Issue 2 / Oct 2018  pp79‑158

Editor: Rikke Ørngreen, Karin Levinsen

Download PDF (free)

Blended Supervision for Thesis Projects in Higher Education: A Case Study  pp79‑90

Thashmee Karunaratne

Look inside Download PDF (free)

Effect of a Metacognitive Scaffolding on Information Web Search  pp91‑106

Adriana Huertas-Bustos, Omar López-Vargas, Luis Sanabria-Rodríguez

Look inside Download PDF (free)

Developing Reflective Skills of Student Teachers in the Virtual Learning Environment  pp107‑121

Zuzana Straková, Ivana Cimermanová

Look inside Download PDF (free)

A Conceptual Understanding of how Educational Technology Coaches help Teachers Integrate iPad Affordances into their Teaching  pp122‑133

Gail Drennan, Ian Moll

Look inside Download PDF (free)

Abstract

Educational technology (ed tech) coaches can help teachers and students integrate iPad affordances into their teaching and learning. A brief overview of affordance theory is provided. While investigating the under‑researched practices of ed tech coaches, the authors identified iPad affordances and tabulated these, revealing links between the iPad’s technological capabilities, technological affordances and pedagogical affordances. Nine iPad technological capabilities, such as the camera, were aligned with some of their technological affordances, such as taking a photo. These were matched to some pedagogical affordances, such as taking a photo for educational purposes. Finally, different categories in the table were combined into six broad strands unveiling how ed tech coaches use them to change teacher pedagogy with benefits for teachers, students and parents. Ed tech coaches often naturally build teachers’ TPACK, mostly through the SAMR model. Specifically, they change teachers’ pedagogy by focusing on polysynchronous teaching and learning; digital, transformed learning; student ownership of learning with teachers as facilitators; students as teachers of content and technology; teachers’ triple agendas of content elaboration, academic argument, and digital citizenship; and student creativity. 

 

Keywords: iPads, affordances, ed tech coaches, TPACK, SAMR.

 

Share |
Assessing Air Force Officers’ Satisfaction on the Use of SOC Virtual Classroom: Input to Professional Military Education e‑Learning Design and Implementation  pp134‑147

Christopher Chua, Joseph Archog

Look inside Download PDF (free)

Factors Influencing the Adoption of e‑Learning in an Open and Distance Learning Institution of Pakistan  pp148‑158

Moiz Uddin Ahmed, Shahid Hussain, Shahid Farid

Look inside Download PDF (free)