Abstract
Any situation in which activity takes place provides affordances for the activity. We use this idea first to characterise learning, and then to discuss the way in which the educational environment is manipulated by the effective teacher in order to foster learning. ICT provides some particular affordances which successful teachers exploit in their classroom practice, and the use of an affordance model helps us to analyse the pedagogy involved. We provide a number of practical illustrations and draw general conclusions concerning the effective use of ICT in teaching and learning.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35499-6_29
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© 2000 IFIP International Federation for Information Processing
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Kennewell, S., Tanner, H., Parkinson, J. (2000). A model for the study and design of teaching situations with ICT. In: Watson, D.M., Downes, T. (eds) Communications and Networking in Education. IFIP — The International Federation for Information Processing, vol 35. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35499-6_11
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DOI: https://doi.org/10.1007/978-0-387-35499-6_11
Publisher Name: Springer, Boston, MA
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