Authentic Assessment and Embedding Sustainable Literacy and Technology Skills in Tourism Education.
John Tribe proposed a model for ethical tourism which ‘utilises the Aristotelian idea of actions guided by practical wisdom, and that can contribute to curriculum, which participates in ‘tourism world-making' (Tribe, 2002, p323). Considering the Sustainable Development Goals (SDGs), the integra...
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| Language: | English |
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Technological University Dublin
2023-01-01
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| Series: | Irish Journal of Academic Practice |
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| Online Access: | https://arrow.tudublin.ie/ijap/vol11/iss2/10 |
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| author | Jennifer Stewart Catherine Gorman |
| author_facet | Jennifer Stewart Catherine Gorman |
| author_sort | Jennifer Stewart |
| collection | DOAJ |
| description | John Tribe proposed a model for ethical tourism which ‘utilises the Aristotelian idea of actions guided by practical wisdom, and that can contribute to curriculum, which participates in ‘tourism world-making' (Tribe, 2002, p323). Considering the Sustainable Development Goals (SDGs), the integration of sustainability literacy into tourism education becomes essential for nurturing graduates capable of sustainable practices. This case study, employing a virtual fieldtrip (VFT) with authentic assessment, examines the integration of sustainability literacy and technology skills. Whilst technology enhances engagement, its role in the VFT does not surpass traditional methods. Integrated assessment and a multi-stakeholder approach make learning comprehensive. Yet, inclusion of constructs relating to values, futures and systems thinking would allow for further cross-disciplinary assessment. Whilst technology reduces the ecological footprint of field trips, it does not replace the richness of 'live' experiential learning.
Student feedback, via surveys based on the Unified Theory of Acceptance and Use of Technology (UTAUT) adoption model and forms, reveals the challenge of picking up new technology skills. Of 66 students, 42% responded. Students were mostly positive about technology aiding assessment (78.9%) and helping with work (75%). Yet, only half see it improving performance. Although recognising that industry desires tech-savvy graduates (89.2%), produced mixed feelings among students, not all were willing to engage with technology. This study stresses the value of real-world experiences in tourism education, emphasising industry involvement. Multi-stake-holder engagement highlights valuable learning experiences, and technology integration is seen as crucial for achieving Sustainable Development Goals, influencing sustainable destination management. |
| format | Article |
| id | doaj-art-cadea41e1acd4ca793031546c6ddc02c |
| institution | Kabale University |
| issn | 2009-7387 |
| language | English |
| publishDate | 2023-01-01 |
| publisher | Technological University Dublin |
| record_format | Article |
| series | Irish Journal of Academic Practice |
| spelling | doaj-art-cadea41e1acd4ca793031546c6ddc02c2024-12-16T12:37:32ZengTechnological University DublinIrish Journal of Academic Practice2009-73872023-01-0111210.21427/t69s-xb70Authentic Assessment and Embedding Sustainable Literacy and Technology Skills in Tourism Education.Jennifer Stewart0https://orcid.org/0000-0001-9366-5279Catherine Gorman1https://orcid.org/0000-0002-7712-391XTechnological University DublinTechnological University DublinJohn Tribe proposed a model for ethical tourism which ‘utilises the Aristotelian idea of actions guided by practical wisdom, and that can contribute to curriculum, which participates in ‘tourism world-making' (Tribe, 2002, p323). Considering the Sustainable Development Goals (SDGs), the integration of sustainability literacy into tourism education becomes essential for nurturing graduates capable of sustainable practices. This case study, employing a virtual fieldtrip (VFT) with authentic assessment, examines the integration of sustainability literacy and technology skills. Whilst technology enhances engagement, its role in the VFT does not surpass traditional methods. Integrated assessment and a multi-stakeholder approach make learning comprehensive. Yet, inclusion of constructs relating to values, futures and systems thinking would allow for further cross-disciplinary assessment. Whilst technology reduces the ecological footprint of field trips, it does not replace the richness of 'live' experiential learning. Student feedback, via surveys based on the Unified Theory of Acceptance and Use of Technology (UTAUT) adoption model and forms, reveals the challenge of picking up new technology skills. Of 66 students, 42% responded. Students were mostly positive about technology aiding assessment (78.9%) and helping with work (75%). Yet, only half see it improving performance. Although recognising that industry desires tech-savvy graduates (89.2%), produced mixed feelings among students, not all were willing to engage with technology. This study stresses the value of real-world experiences in tourism education, emphasising industry involvement. Multi-stake-holder engagement highlights valuable learning experiences, and technology integration is seen as crucial for achieving Sustainable Development Goals, influencing sustainable destination management.https://arrow.tudublin.ie/ijap/vol11/iss2/10authentic assessment; curriculum co-creation; digital skills; sustainable literacy; technology; tourism educationvirtual fieldtrips |
| spellingShingle | Jennifer Stewart Catherine Gorman Authentic Assessment and Embedding Sustainable Literacy and Technology Skills in Tourism Education. Irish Journal of Academic Practice authentic assessment; curriculum co-creation; digital skills; sustainable literacy; technology; tourism education virtual fieldtrips |
| title | Authentic Assessment and Embedding Sustainable Literacy and Technology Skills in Tourism Education. |
| title_full | Authentic Assessment and Embedding Sustainable Literacy and Technology Skills in Tourism Education. |
| title_fullStr | Authentic Assessment and Embedding Sustainable Literacy and Technology Skills in Tourism Education. |
| title_full_unstemmed | Authentic Assessment and Embedding Sustainable Literacy and Technology Skills in Tourism Education. |
| title_short | Authentic Assessment and Embedding Sustainable Literacy and Technology Skills in Tourism Education. |
| title_sort | authentic assessment and embedding sustainable literacy and technology skills in tourism education |
| topic | authentic assessment; curriculum co-creation; digital skills; sustainable literacy; technology; tourism education virtual fieldtrips |
| url | https://arrow.tudublin.ie/ijap/vol11/iss2/10 |
| work_keys_str_mv | AT jenniferstewart authenticassessmentandembeddingsustainableliteracyandtechnologyskillsintourismeducation AT catherinegorman authenticassessmentandembeddingsustainableliteracyandtechnologyskillsintourismeducation |