Abstract
The triggers for research in this chapter into the disruptive aspects of ICT learning, teaching and assessment were from several sources. In my work over many years as a Quality Reviewer/External Moderator, I have been highly conscious of many tutors’ concerns around plagiarism in students’ work. This was not merely copying and pasting material that could be picked up either through software, such as TURNITIN and URKUND, or by typing phrases into Google and finding that essays supposedly written by students came up verbatim on the Internet; this was something far more sinister.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Bibliography
Agatston, P. W., Kowalski, R., & Limber, S. (2007). Students’ perspectives on cyber bullying. Journal of Adolescent Health, 41, 59–60.
Anon. (2014, October 1). I know students who buy essays online are being ripped off – I used to write them. The Guardian. http://www.theguardian.com/education/shortcuts/2014/oct/01/i-know-students-buy-essays-online-being-ripped-off-i-used-to-write-them
Aviram, A., & Talmi, D. (2004). The impact of ICT on education: The three opposed paradigms, the lacking discourse. Retrieved from Elearning Europa website: http://www.elearningeuropa.info/extras/pdf/ict_impact.pdf
Chowcatt, I., Phillips, B., Popham, J., & Jones, I. (2008). Harnessing technology: Preliminary identification of trends affecting the use of technology for learning. Coventry: Becta.
Darlene, C. (2014). The successful virtual classroom: How to design and facilitate interactive and engaging live online learning. New York: Amacom.
FELTAG. (2013). Paths forward to a digital future for further education and skills. http://feltag.org.uk/wp-content/uploads/2012/01/FELTAG-REPORT-FINAL.pdf
Fisher, T., Higgins, C., & Loveless, A. (2006). Teachers learning with digital technologies: A review and of research and projects. Futurelab Report No 14. Retrieved from http://www.futurelab.org.uk/research/lit_reviews.htm#lr4
Freire, P. (1972). The pedagogy of the oppressed. Harmondsworth: Penguin.
Granberg, C. (2010). Social software for reflective dialogue: Questions about reflection and dialogue in student teachers’ blogs. Technology, Pedagogy and Education, 19(3), 345–360. Routledge.
Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitments, constrains, caution, and change. Journal of Curriculum Studies, 37(2), 155–192.
Jurdi, R., Hage, H., & Henry, P. (2011). Academic dishonesty in the Canadian classroom: Behaviours of a sample of university students. The Canadian Journal of Higher Education, 41(3), 1–35.
Kress, G., & Pachlere, N. (2007). Thinking about the ‘m’ in m-learning. In N. Pachlere (Ed.), Mobile learning: Towards a research agenda (pp. 7–32). London: WLE Centre, Institute of Education.
Liu, D. (2005). Plagiarism in ESOL students: Is cultural conditioning truly the major culprit? ELT Journal, 59(3), 234–241.
Livingstone, S. (2011). Critical reflections on the benefits of ICT in education. Oxford Review of Education, August, 1–16.
Mitra, S. (2010). The hole in the wall. http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html
Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom (2nd ed.). San Francisco: Jossey-Bass.
Park, C. (2003). In other (People’s) words: Plagiarism by university students–literature and lessons. Assessment & Evaluation in Higher Education, 28(5), 471–488.
Polio, C., & Shi, L. (2012). Perceptions and beliefs about textual appropriation and source use in second language writing. Journal of Second Language Writing, 21(2), 95–101.
Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., Gall, M., et al. (2004). Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413–425.
Swan, K., & Shea, P. (2005). The development of virtual communities. In S. R. Hiltz & R. Goldman (Eds.), Learning together online: Research on asynchronous learning networks (pp. 239–260). Mahwah: Erlbaum.
Szabo, Z., & Schwartz, J. (2011). Learning methods for teacher education: The use of online discussions to improve critical thinking. Technology, Pedagogy and Education, 20(1), 79–94.
Underwood, J., & Dillon, G. (2011). Chasing dreams and recognising realities: Teacher responses to ICT. Technology, Pedagogy and Education, 20(3), 317–330.
Underwood, J., Baguley, T., Banyard, P., Dillon, G., Farrington-Flint, L., Hayes, M., et al. (2010). Understanding the impact of technology: Learner and school-level factors. Coventry: Becta.
Wallace, S. (2002). Managing behaviour and motivating students in further education. Exeter: Learning Matters.
Wood, P. (2012). Blogs as liminal space: Student teachers at the threshold. Technology, Pedagogy and Education, 21(1), 85–99. Routledge.
Yang, Y. C. (2008). A catalyst for teaching critical thinking in a large university class in Taiwan: Asynchronous online discussions with the facilitation of teaching assistants. Education Technology and Research Development, 56, 241–264.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Lebor, M. (2017). What Could Possibly Be Problematic About Digital Learning?. In: Classroom Behaviour Management in the Post-School Sector. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-57051-8_9
Download citation
DOI: https://doi.org/10.1007/978-3-319-57051-8_9
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-57050-1
Online ISBN: 978-3-319-57051-8
eBook Packages: EducationEducation (R0)