Technology and ECE

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“ What Works”: Technology in the ECE Classroom By: Christine O’Loughlin

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Presented to the ALPMA (SA Branch) in July 2014 “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn” - Alvin Tofler Many organisations face a similar dilemma - linking learning to organisational performance. Advancements in mobile technology and adaptive learning platforms can change this and offer organizations insight they currently lack. In this session we will explore some of the benefits of shifting the weighting from its traditional skew towards ‘learning’ to focus as needed on ‘unlearning’ and ‘relearning’. The future of learning is exciting and full of opportunity – and for organisations who want to thrive into the future, disruptive thinking in this area can create significant competitive advantage. The future is about insight, experimentation, discovery and connection using emerging technology.

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This is the digital technology self-efficacy measure we use in our research. A 17-item digital technology self-efficacy measure adapted from Holcomb, King, & Brown (2004) who reported reliability µ=0.80. Language was updated replacing computer with digital technology. Items were measured with a scale of 1 (strongly disagree) to 4 (strongly agree). A 1.0 score reflects low digital technology self-efficacy, while a 4.0 represents high digital technology self-efficacy. Holcomb, L., King, F. B., & Brown, S. W. (2004). Student traits and attributes contributing to success in online courses: Evaluation of university online courses. The Journal of Interactive Online Learning, 2(3), 1-16.

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