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Editorial

Editorial 587826 ALH0010.1177/1469787415587826Active Learning in Higher EducationBaldwin research-article2015 Active Learning in Higher Education 2015, Vol. 16(2) 79 –86 Editorial © The Author(s) 2015 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1469787415587826 alh.sagepub.com Lynne P Baldwin Brunel University, UK Now that technology is so embedded in all that we do in (and outside of) our classrooms these days, it is perhaps no wonder that there is currently a great deal of interest in, and studies about, the use of technologies, particularly those concerning online social networking tools such as Twitter and Facebook. Indeed, even the most ‘traditional’ of universities which, it is often claimed, are slower to embrace the new have on their homepage a ‘follow us on Twitter’ icon prominently posi- tioned somewhere. So, rather than making the argument ‘should we be using this in our teaching’ (there is no longer a need to make that argument), it is instead ‘this technology is here to stay, so how might we best harness it to the advantage of our learners’. Our learners are, naturally enough, mostly of/from the generation where they have grown up with such technologies and indeed would be pretty lost without them in their everyday lives, and that ‘everyday life’ http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Active Learning in Higher Education SAGE

Editorial

Baldwin, Lynne P
Active Learning in Higher Education , Volume 16 (2): 8 – Jul 1, 2015
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Publisher
SAGE
Copyright
© The Author(s) 2015
ISSN
1469-7874
eISSN
1741-2625
DOI
10.1177/1469787415587826
Publisher site
See Article on Publisher Site

Abstract

587826 ALH0010.1177/1469787415587826Active Learning in Higher EducationBaldwin research-article2015 Active Learning in Higher Education 2015, Vol. 16(2) 79 –86 Editorial © The Author(s) 2015 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1469787415587826 alh.sagepub.com Lynne P Baldwin Brunel University, UK Now that technology is so embedded in all that we do in (and outside of) our classrooms these days, it is perhaps no wonder that there is currently a great deal of interest in, and studies about, the use of technologies, particularly those concerning online social networking tools such as Twitter and Facebook. Indeed, even the most ‘traditional’ of universities which, it is often claimed, are slower to embrace the new have on their homepage a ‘follow us on Twitter’ icon prominently posi- tioned somewhere. So, rather than making the argument ‘should we be using this in our teaching’ (there is no longer a need to make that argument), it is instead ‘this technology is here to stay, so how might we best harness it to the advantage of our learners’. Our learners are, naturally enough, mostly of/from the generation where they have grown up with such technologies and indeed would be pretty lost without them in their everyday lives, and that ‘everyday life’

Journal

Active Learning in Higher Education – SAGE

Published: Jul 1, 2015

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