learning landscapes in southern africa

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Exploring disciplinary differences in the use of educational technology

Cheryl Brown and Laura Czerniewicz, Centre for Educational Technology, University of Cape Town
 
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In this paper we explore disciplinary differences in the use of Information and Communication Technologies (ICTs) for teaching and learning in five higher education institutions in the Western Cape. We draw Laurilllard’s conversational framework (2002) as a way of describing ICT use in terms of five key teaching and learning events and use Biglans framework (1973) of classifying different disciplines so that we can compare our findings to other international studies of disciplinary difference. We note that there are indeed difference in both the frequency and type of ways that different disciplines use ICTs and we offer some suggestions as to why this might be so.