12 eLearning Predictions for 2009 : eLearning Technology

12 eLearning Predictions for 2009 : eLearning Technology

Tony Karrer has listed on his blog, what he calls his 12 eLearning Predictions for 2009… I think establishing such a list is truly a heroic act in itself, because even if you get one prediction wrong, people will point it out to you… 🙂 and omit to give you credit for your wisdom to correctly predict many other trends…

I also think that it would be interesting to compare and integrate his list with a section in Roblyer and Doering’s (2009) textbook on “Integrating Educational Technology into Teaching” called “Looking Ahead: What Developments in Technology Integration Are Emerging?”. Fundamentally an online list like Karrer’s, especially when you come back to it at the end of the year and evaluate it, is more valuable and up-to-date than any list printed in a paper-based textbook… for reason I think are obvious… 🙂

Posted via web from the material mind

About me

I am an Assistant Professor at the University of Luxembourg in the field of learning and teaching sciences. My PhD thesis was in cognitive psychology, focusing on implicit learning processes. I have always been interested in the integration of ICT in education, especially the strategic use of technology in teaching. With the advent of the digital revolution, I became interested in exploring the socio-cultural changes in learning caused by the use of digital technologies.

My current research focuses on the subjective theories of learning held by teachers and how these influence their use of ICT in the classroom. I am particularly interested in identifying factors that enable or hinder the use of ICT in teaching, and how these factors can be addressed.

Throughout my career, I have worked extensively as a teacher trainer in the field of educational technologies. I have experience with various forms of active pedagogy approaches, including problem-based, project-based, and design-research approaches. My goal is to help teachers integrate technology into their teaching practice in a way that enhances student learning and engagement.