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dc.contributor.authorPanda, Santosh
dc.contributor.editorPanda, Santosh
dc.coverage.spatialPan-Commonwealthen_US
dc.date.accessioned2021-07-26T19:01:57Z
dc.date.available2021-07-26T19:01:57Z
dc.date.issued2021-07-20
dc.identifier.urihttp://hdl.handle.net/11599/3893
dc.description.abstractIn a recent publication, Mishra and Panda (2020) reasserted ‘policy-capacity-technology’ as a theory of change model in effective implementation of technology-enabled learning (TEL), and at the same time underlined “to engage in capacity building in institutions and focus on our collective understanding of ‘learning’ in a ‘networked’ society, making use of resource-based learning within and beyond the Commonwealth in the broader sense as well as in the contexts of socio-cultural and educational ecologies” (p. 237). In this change model, research on TEL assumes considerable significance. The current focus on provisions and mechanisms notwithstanding, we need to go beyond to address if at all and how technology facilitates teachers’ teaching and learners’ learning (Kirkwood & Price, 2013).en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;Vol 8; No 2
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.subjectTechnology-Enabled Learning (TEL)en_US
dc.subjectResearchen_US
dc.subjectTrainingen_US
dc.subjectTeaching and Learning Methodsen_US
dc.titleEditorial: Researching Technology-Enabled Teaching, Learning and Trainingen_US
dc.typeArticleen_US


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