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dc.contributor.authorFletcher, Stephen*
dc.contributor.authorFrance, Derek*
dc.contributor.authorMoore, Kate*
dc.contributor.authorRobinson, Geoff*
dc.date.accessioned2012-06-27T11:55:17Z
dc.date.available2012-06-27T11:55:17Z
dc.date.issued2007-04-25
dc.identifier.citationFletcher, S., France, D., Moore, K., & Robinson, G. (2007). Practitioner perspectives on the use of technology in fieldwork teaching. Journal of Geography in Higher Education, 31(2), 319-330. https://doi.org/10.1080/03098260601063719en_GB
dc.identifier.issn0309-8265
dc.identifier.doi10.1080/03098260601063719
dc.identifier.urihttp://hdl.handle.net/10034/230972
dc.descriptionThis article is not available through ChesterRep.en_GB
dc.description.abstractThis article discusses the role of C&IT within field courses. The general level of usage of C&IT in the field was established through a national survey of field courses. This was supplemented by an expert group analysis, which focused on the reasons behind the use of C&IT in the field. It was concluded that most use of C&IT in the field is driven by technological rather than pedagogic innovation.
dc.description.sponsorshipThis article was submitted to the RAE2008 for the University of Chester - Geography & Environmental Studies.en_GB
dc.language.isoenen
dc.publisherTaylor & Francisen_GB
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/03098260601063719en_GB
dc.rightsArchived with thanks to Journal of Geography in Higher Educationen_GB
dc.subjectfieldworken_GB
dc.subjectpedagogyen_GB
dc.subjecttechnologyen_GB
dc.titlePractitioner perspectives on the use of technology in fieldwork teachingen
dc.typeArticleen
dc.identifier.eissn1466-1845
dc.contributor.departmentBournemouth University ; University of Chester; University of Leicester; University of St Andrewsen_GB
dc.identifier.journalJournal of Geography in Higher Educationen_GB
html.description.abstractThis article discusses the role of C&IT within field courses. The general level of usage of C&IT in the field was established through a national survey of field courses. This was supplemented by an expert group analysis, which focused on the reasons behind the use of C&IT in the field. It was concluded that most use of C&IT in the field is driven by technological rather than pedagogic innovation.


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