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Title

(Trans) formation through educational technologies

Author(s)

Keane, Therese;  Blicblau, Aaron S.

Abstract

Historically, the 3Rs (reading, writing, and arithmetic) have laid the foundations for student life-skills, however, to function in the 21st century, students need to embrace the 4Cs (collaboration, creativity, critical thinking and communication). Teachers need to employ a variety of educational technologies, which embrace various aspects of the 3Rs and 4Cs in their practice. This work provides a framework for teachers to practically implement the 4Cs in a transformative space. Educators are then able to apply the 4CS through technology by implementing a transformative approach to their teaching. This mode of teaching prepares students with the necessary tools for the 21st century.

Publication type

Conference paper

Research centre

Swinburne University of Technology

Source

Proceedings of 'Future challenges, sustainable futures', the 29th Annual Australasian Society for Computers in Learning in Tertiary Education Conference (ascilite 2012), Wellington, New Zealand, 25-28 November 2012 / M. Brown, M. Hartnett and T. Stewart (eds.), pp. 449-453

Publication year

2012

Keyword(s)

Collaboration;  Communication;  Creativity;  Critical thinking;  Educational technology;  Transformation

Publisher

Australasian Society for Computers in Learning in Tertiary Education

ISBN

9780473229894, 0473229897

Publisher URL

http://www.ascilite.org.au/index.php?p=conference

Copyright

Copyright © 2012 Therese Keane and Aaron S. Blicblau. The author(s) assign to the ascilite and educational non-profit institutions, a non-exclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a non-exclusive licence to ascilite to publish this document on the ascilite website and in other formats for the Proceedings ascilite 2012. Any other use is prohibited without the express permission of the author(s).

Full text

Peer reviewed