untitled
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<title>Altering the pedagogy of Caribbean teaching: Beyond the new "chalk and talk"</title>
<creator>Francis, Lovell</creator>
<subject>Higher education</subject>
<subject>Classroom techniques</subject>
<subject>Educational technology</subject>
<subject>Teaching techniques</subject>
<subject>Technology in education</subject>
<subject>The University of the West Indies, St. Augustine</subject>
<subject>Conference papers</subject>
<subject>Trinidad and Tobago</subject>
<description>Paper presented at the Biennial Conference of The University of the West Indies Schools of Education, 23-25 April, 2013, St. Augustine, Trinidad and Tobago</description>
<description>This paper attempts to assess the current trend of integrating the use of technology into the classrooms of tertiary level institutions like the University of the West Indies at St Augustine. This thrust has for example, seen the use of laptops, multimedia projectors and various other advanced paraphernalia becoming items of customary usage in the classroom. It notes, however, that while this move is generally laudable and has assisted in the effective conveyance of needed information to students, if used incorrectly it can be pedagogically flawed and easily lends itself to bad classroom practices and ineffective teaching. In delineating the aforementioned the paper also attempts to illustrate that in many circumstances instead of promoting and creating innovative and lively teaching and learning experiences, the use of technology has been concomitant with the rise of a new culture of "chalk and talk" in the classroom that is inimical to the requirements of effective teaching and learning at the tertiary level. It concludes by asserting for it to be truly meaningful the use of technology in the classroom must not be considered a "conceit" but instead must be seen as a necessary conduit of the wider well established practices of a student-centred education</description>
<date>2013-06-24T20:17:56Z</date>
<date>2013-06-24T20:17:56Z</date>
<date>2013-06-24</date>
<type>Article</type>
<identifier>http://hdl.handle.net/2139/15709</identifier>
<language>en</language>
</dc>
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