Technology mediated learning provide potentially valuable resources for learners' academic and social development. However, according to recent researches, as the adoption stages of ICTs advance there arise further levels of digital divides in terms of equity of information literacy and learning outcomes. For the last three years we have been working with the first secondary school in New Zealand to introduce a Bring Your Own Device (BYOD) policy. Our research has included a number of methods, including surveys, interviews and classroom observations. In this paper we present the findings from the investigation into BYOD project, which gave us insights into the digital divide issues in the context of technology mediated learning.
A Case-Study on Teaching Undergraduate-Level Software Engineering Course Using Inverted-Classroom, Large-Group, Real-Client and Studio-Based Instruction Model
Beyond the Hype: A Comprehensive Review of Current Trends in Generative AI Research, Teaching Practices, and Tools
Abilene Christian University（阿比林基督教大学）；Aalto University（阿尔托大学）；Nuremberg Tech（纽伦堡工业大学）；Google（谷歌公司）；UC San Diego（加州大学圣迭戈分校）；Temple University（天普大学）；University of California Berkeley（加州大学伯克利分校）；FernUniversität in Hagen（哈根函授大学）；Virginia Tech（弗吉尼亚理工大学）
