1Faculty of Educational Studies, Adam Mickiewicz University in Poznan, Poznan, Poland
2Faculty of Education, University of Malta, Msida, Malta
3CeiED Interdisciplinary Research Centre for Education and Development, Lusófona University, Lisbon, Portugal
4Department of Media and Culture Studies, Utrecht University, Utrecht, Netherlands
5Institute of Geography, University of Neuchâtel, Neuchâtel, Switzerland
American Journal of Educational Research.
2015,
Vol. 3 No. 12A, 1-10
DOI: 10.12691/education-3-12A-1
Copyright © 2015 Science and Education PublishingCite this paper: Michal Klichowski, Philip Bonanno, Sylwia Jaskulska, Carlos Smaniotto Costa, Michiel de Lange, Francisco R. Klauser. CyberParks as a New Context for Smart Education: Theoretical Background, Assumptions, and Pre-service Teachers’ Rating.
American Journal of Educational Research. 2015; 3(12A):1-10. doi: 10.12691/education-3-12A-1.
Correspondence to: Michal Klichowski, Faculty of Educational Studies, Adam Mickiewicz University in Poznan, Poznan, Poland. Email:
klich@amu.edu.plAbstract
New digital technologies without doubt are transforming practically all spheres of our lives. In education, many new concepts emerge with technological development. One such concept is Smart Education, which is an education strategy for Smart Cities. Smart Education can be considered as technology enhanced education emerging in technology-enhanced cities. This paper presents the concept of CyberParks, a new context for Smart Education. The basic assumptions and the theoretical background of CyberParks are discussed, in light of the concepts of Smart Cities and Smart Education. CyberParks are considered as an innovative educational solution where new modes of learning are promoted as an integral element of Smart Education. Study results are presented showing how CyberParks are rated by pre-service teachers, in their role as architects of future education. Pre-service teachers rated CyberParks very low as an educational and pedagogical solution considering these digital-enhanced contexts as a threat to their vision of education. On the one hand, this is a clear confirmation of the assumptions of the SCOT theory, and on the other, it is an example of social reproduction of how education is perceived.
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