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Digital tools disrupting tertiary students’ notions of disciplinary knowledge: Cases in history and tourism

Abstract
This paper reports on the findings from a two year research project that explored the potential of digital tools in support of teaching–learning across different disciplinary areas at a New Zealand university. Two courses (in History and Tourism) are case studied using data collected through interviews with lecturers, tutors and their students, and an online student survey. Findings from the research revealed that both lecturers and students were challenged in learning about the affordances and use of the lecturer selected digital tools as a mediational means. The tools were not initially transparent to them, nor were they able to be easily deployed to undertake their primary task—teaching for the lecturers, and, learning and demonstrating learning for the students completing assigned tasks. The process of learning and using the tools disrupted participants’ prior thinking and led to new understandings of both disciplines and of effective pedagogies for the two disciplines. The findings increase our understanding of the ways digital tools can develop, challenge and expand tertiary students learning and have implications for practice.
Type
Journal Article
Type of thesis
Series
Citation
Cowie, B., & Khoo, E. G. L. (2014). Digital tools disrupting tertiary students’ notions of disciplinary knowledge: Cases in history and tourism. Education Sciences, 4(1), 87–107. http://doi.org/10.3390/educsci4010087
Date
2014
Publisher
MDPI - Open Access Publishing
Degree
Supervisors
Rights
© 2014 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/3.0/)