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dc.contributor.authorFalloon, Garry
dc.identifier.citationFalloon, G. (2010). Learning objects and the development of students’ key competencies: A New Zealand school experience. Australasian Journal of Educational Technology, 26(5), 626-642.en_NZ
dc.description.abstractThis paper outlines a study investigating the impact of the use of learning objects on the development of two key competencies from the revised New Zealand Curriculum Framework (Ministry of Education, 2007). It specifically focuses on the key competencies of ‘thinking’ and ‘relating to others’, and explores how teachers in an urban intermediate school (year 7 and 8) planned and integrated learning objects into a wider ‘community’ social studies topic, and the impact this integration had on student competency development. Outcomes from the study indicate that learning objects can, for some students, provide a motivating and engaging learning experience through which thinking capabilities and relationship skills can be enhanced, but that such development is dependent upon several factors including the design, content, and level of interactivity of the objects, how closely they align with learning goals, the careful selection of student groupings, and how access to the learning objects is organised and managed. The study also revealed some issues with the use of new digital data collection tools, particularly related to the accuracy of coding of visual information, and how to best translate this into text format for publication without ‘diluting’ its richness and meaning.en_NZ
dc.publisherAustralasian Society for Computers in Learning in Tertiary Educationen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectinformation and communication technologyen_NZ
dc.titleLearning objects and the development of students’ key competencies: A New Zealand school experienceen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfAustralasian Journal of Educational Technologyen_NZ

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