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Enhancing Professional Learning and Teaching using Technology
Linda Price & Adrian Kirkwood
May 2011
1. Overview of project
• A desk based study commissioned by the Higher Education Academy to• provide a review of evidence-based practice of learning and teaching with technology in higher education.
• examine what evidence exists to illustrate that technology is enhancing learning and teaching practices in HE.
• examine what evidence teachers use and what evidence they generate.
2. Outcomes and findings• The HEFCE e-Learning Strategy suggests that benefits
might be felt at three different levels: Efficiency, Enhancement, Transformation– But our review found few examples of transformation
• The nature of the rationale for technology use was often under-reported
• Practitioners do not appear to be capitalising on existing evidence (evidence generation instead).
• The evidence presented to support claims that ‘technology enhances learning’ requires careful interpretation (insufficinent context).
3. Implications and impact• Technology use/alignment with learners’ goals/aspirations is
important. • The context of the student and teacher influences the success of
learning and teaching practices with technology, e.g.– which students? what learning? what outcomes? which institution? what
assessment?
• Academic developers have key roles in supporting– practitioners in engaging with relevant evidence – development of teachers’ beliefs and practices with technology.
• Policy makers have key roles – determining how technology is integrated influences practitioners’ actions
The teacher is the agent of change: so future development depends upon supporting new teaching practices