With the ever-expanding range of emerging educational technologies that could be introduced to learning environments, making evidence-informed decisions about whether and how to effectively use e-learning tools for pedagogical purposes is a critical yet challenging task. How can educators, learners, and administrators make informed decisions about the use of particular emerging technologies to achieve desired pedagogical transformation when, due to their relative newness, there is often a perceived lack of available and “up-to-the-minute” research on the latest technological trends that may impede evidence-based educational practice? This is a key problem of evidence for technology use in...
Purpose: The purpose of this article is to discuss approaches to sustainable decision-making for integrating emerging educational technologies in library instruction while supporting evidence-based practice (EBP) Design/methodology/approach: This article highlights recent trends in emerging educational technologies and EBP and details a model for supporting evidence informed decision-making. This viewpoint article draws on an analysis of recent literature, as well as experience from professional practice. Findings: Authors discuss the need for sustainable decision-making that addresses a perceived lack of evidence surrounding emerging technologies, a dilemma that many library educators...
