The 21st Century has been characterised by and increased reliance on technology for a wide variety of educational activities. The integration of technology in education is mainly based on pedagogical principles such as cognitivism, constructivism, social learning, connectivism and knowledge building along with the study of the School curriculum, the national and international professional bodies/organisations which provide general guidelines based on the national education systems and/or universal trends.
For example, the UK undergraduate Higher Education programmes have been consulted by QAA (Quality Assurance Agency) Subject Benchmark Statements in which recommendations regarding the academic standards and the level of student understanding, knowledge and skills at end of their studies are provided. This is a national organisation whilst UNESCO provides consultation in an international level. For example, the four pillars of learning presented in Chapter 4 of Learning: The treasure within: A report to UNESCO of the International Commission on Education for the twenty-first century (1996). A summary of the four pillars of learning is provided below:
1. Learning to know: Cognitive tools are required to better comprehend the world and its complexities. These are related to concentration and memory skills, and ability to think developments.
2. Learning to do: Skills that graduates need to actively involved in the global economy and society. These are related to social behaviour, personal initiatives, willingness to take risk, communication skills, problem solving skills, team working skills, adaptability, social responsibility and leadership skills.
3. Learning to be: Self analytical and social skills that allow graduates to develop their fullest potential psycho-socially personal dimension. These are related to independent, critical way of thinking and judgement development so that graduates can take the “best” decisions/actions in the different circumstances in their lives.
4. Learning to live together: Values relevant to human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships allow graduates to live in peace and harmony in multisocieties. These are related to the understanding each other, resolving conflicts through dialogue and discussion, enhancement of cooperation, the acceptance of human diversity and awareness of the similarities and interdependence of all people.
The above four pillars of learning could be achieved without the integration of technology into a curriculum. However, the demands of the 21st Century lead teachers to think how they should structure a modern learning environment allowing students to develop the necessary skills and knowledge in order to be employable and be active global citizens.
Blended, hybrid or online approaches could support the integration of digital tools into learning process following various learning theories. There are many different digital tools which could be integrated into teaching and learning process. Online tests are the simpliest one and highly connected to assessment and feedback process. They could support formative and/or summative assessment.
In 2019 a presentation was delivered in the 18th European Conference on E-Learning (ECEL 2019) to discuss how they could enhance first year modules supporting blended learning approaches following the curriculum design principles, as discussed above. Follow the link to find more information about this published work.
Computers in Education and not only 