E-maturity Capability Study for LSIS

E-maturity at LSIS 2011

Practitioner attitudes to technology:

a new means to explore practitioner and provider e-confidence and transformation

Enhanced and transformed: Tales from the Digital Age - 6th July 2011

The presentationWhat we’ll cover

•The background to the research

•Issues for research in e-maturity

•How we conducted the research

•Findings

•Combining responses as narratives

•Implications of this work


the distinction between

e-confidencee-confidence, based on the capability of practitioners and their managers in an institutional setting to cope with the new and

e-maturitye-maturity at a system level, which emphasises the capacity of the system to assimilate and develop the affordances of technological developments to meet the needs of learners and other stakeholders.

Recognising transformation

e-Maturity and e-Confidence


• Survey of 250 practitioners in 5 providers

• Research instrument developed from original work at Thanet College asking about attitudes to technology-in-action

• Using Survey Monkey, the structure of the instrument was changed to incorporate free text responses to provide opportunities for respondents to expand on their responses

• Individual and provider profiles generated by the survey along with practitioner narratives

ResearchPractitioner Attitudes to Technology


•About yourself and the context of your work

•VLE, learning platforms and texting

•On-line discussions

•Using different media and formats in my work

•What I do

•Personal development, collaboration and reflection, which included a self-rating question using the typology devised by the project team

Structure of questionnaire19 questions in 6 sections


Respondents – 218 (87.5% response rate)

Providers – 3 FE Colleges, 1 Sixth Form College, 1 Adult Education provider

Survey responses – 4142 ratings provided (quantitative)

Free text response – 32,000 words (qualitative)

ResponsesThe data


FindingsProvider characteristics


Provider ProfilesThe curves


•Learning

•College/employer

•Resources

•Moodle

•Students

Free response analysisPrincipal themes


Alton Maths

I find work carried out with the VLE improves the quality of my work and learner results;

I know what texting is and I may use it.

I have taken part in on-line discussion with students for work purposes.

City Lit. Humanities

International Relations I use the VLE routinely in different ways and this work is established in my practice - uploading journal articles, book chapters - but also identifying websites and news articles of interest on websites, for my courses.

A new view

Practitioner Narratives


I use the VLE routinely in different ways and this work is established in my practice. I use the VLE in a variety of ways, from uploading and assessment of student's work, to announcing events and providing an online platform to download essential course materials. I use texting regularly to reach learners and colleagues. I use text tools to communicate with students, and also as a record of communication with at risk students. I am aware on-line meeting with colleagues is possible through the Internet I have taken part in on-line discussion with students for work purposes. Computer based resources are an essential tool for teaching and learning and success in my work I produce all of my learning resources using a computer. I have made sound files for students or others to hear. I use sound files and upload them for instructional purposes, and to provide evidence to assess student knowledge I have used story boards to capture work and to demonstrate techniques and important points I use video and so do my students as and integral part of teaching and learning. I have read blogs and know how to comment on one I have initiated an activity in social media I have not found social media particularly successful thus far, but am looking at ways to develop this. I can think and write reflectively. Teaching through technology is often guiding and supporting learners to their objectives I have spoken to staff teachers elsewhere in the college through formal means such as Town Meetings. I work collaboratively as a means of improving my effective contribution to College life I have arranged for students to create and share resources amongst themselves to improve learning. I can ask technicians for advice on the operation of the technology as a user. I work with colleagues in my department. I rate myself as Exploratory.

Sports and fitness lecturer

A complete narrative


•The enquiring mind – We’re all digital indigenous now

•Moving beyond the boundaries – wider influences

•Web 2.0 technologies – understood for personal use, but not yet for teaching – the digital natives are now part of the teaching body

•The diversity of technology in learning and teaching

•Emotive and narrative responses to technology – “a hundred flowers blossom”

•Mashing CPD and staff development together

Looking to the future

Key Findings and issues


Contact

Nigel [email protected] Telephone – 01884-35192Mobile – 07795-028023

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