Disruptive Innovation and Technology Enhanced Learning: A Response

Autor/in	Flavin, Michael
Titel	Disruptive Innovation and Technology Enhanced Learning: A Response
Quelle	In: Psychology of Education Review, 45 (2021) 1, S.47-51 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9807
Schlagwörter	Stellungnahme; Educational Innovation; Educational Change; Educational Technology; Electronic Learning; Theories; Success; Failure; Encyclopedias; Electronic Publishing + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Bildungsreform; Unterrichtsmedien; Theory; Theorie; Erfolg; Encyclopedia; Enzyklopädie; Elektronisches Publizieren
Abstract	This article responds to commentaries on the author's opening article in this issue, "Disruptive Innovation and Technology Enhanced Learning" (EJ1288163). Herein, Michael Flavin begins by discussing arguments for and against Uber and Wikipedia as disruptive innovations. He addresses commentaries in this issue by Michael Raynor, Terry Anderson, Jeremy Knox, Tom Clark, and Ann Devitt. He concludes that disruptive innovation is a useful theory for understanding why some technologies succeed in higher education and some fail. The theory is further useful for analysing current developments in monetised higher education systems, increasingly permeated by the language and practices of large corporations. (ERIC).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01