The integration of technology into an education system is a precarious affair that prompts educators and policy-makers to refer to various technology implementation guidelines including but not limited to Technology Acceptance Models, Gilly Salmon’s 5 Stage model, Puentedura’s SAMR model, or Koehler’s TPCK model; to name a few. The integration of technology involves the aspects of management systems, digital tools, the learners and the learning process – creating an intricate nexus of exponentially evolving components requiring 21st century skills. The increasingly rapid development of technology contributes to digital obsolescence; and the unquestioned belief (doxa) that learners are able to shift their use of technology for learning when predominantly their uses are for entertainment and social purposes predisposes them to selective technology types (hysteresis). One challenge of implementing new learning technologies is thus in identifying which tools or systematic collections of tools are applicable to the target learners and their dispositions to using technologies for learning. Concurrent to the body of literature focusing on online learning technologies, there is a prevalent trend in social science research that puts focus on the learner. This paper proposes a new model, called the REVAMP model, to identifying educational technologies that significantly contribute to transforming education to cater for learners’ dispositions by providing systems and approaches that are (1) Realistic, (2) Engaging, (3) Virtual, (4) Adaptive, (5) Multimodal, and (6) Personalised.
Pengiran Shaiffadzillah Pengiran Omarali, Educational Technology Centre, Brunei
Stream: Educational policy
This paper is part of the ACEID2021 Conference Proceedings (View)
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