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The digital learning movement: how should Irish schools respond?

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dc.contributor.author Marcus-Quinn, Ann
dc.contributor.author Hourigan, Tríona
dc.contributor.author McCoy, Selina
dc.date.accessioned 2020-03-11T14:22:28Z
dc.date.available 2020-03-11T14:22:28Z
dc.date.issued 2019
dc.identifier.uri http://hdl.handle.net/10344/8610
dc.description peer-reviewed en_US
dc.description.abstract There is a significant movement towards digital learning internationally. However, policymaking in Ireland regarding the use of ICT in education, specifically second-level education, has been lacking. Students’ experience of technology at school varies hugely. The current debate has become device focussed rather than content focussed. This paper examines how the lack of clear policy by the Department of Education and Skills has led to resistance by many stakeholders in embedding the use of technology into schools, and particularly teaching and learning. en_US
dc.language.iso eng en_US
dc.publisher Economic and Social Studies en_US
dc.relation.ispartofseries The Economic and Social Review;50 (4), pp. 767-783
dc.relation.uri Ann.Marcus.Quinn@ul.ie
dc.relation.uri https://www.esr.ie/article/view/1332
dc.subject digital learning en_US
dc.subject Ireland en_US
dc.subject technology en_US
dc.title The digital learning movement: how should Irish schools respond? en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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