Missing: evidence of a scholarly approach to teaching and learning with technology in higher education

Abstract

Abstract:As technology is increasingly being used for teaching and learning in higher education, it is important to scrutinise what tangible educational gains are being attained. Are claims about technology transforming learning and teaching in higher education borne out by actual practices? This paper draws upon a critical analysis of recent research literature concerning Technology Enhanced Learning (TEL). It argues that few published accounts of TEL practices show evidence of a scholarly approach to university teaching. Frequently, TEL interventions appear to be technology-led rather than responding to identified teaching and learning issues. The crucial role of teachers' differing conceptions of teaching and of the purpose of professional development activities is often ignored. We argue that developing a more scholarly approach among university teachers is more essential than providing technical training if practices are to be improved to maximise the effectiveness of TEL. Keywords:Technology enhanced learning; student learning; teaching in higher education; scholarship of teaching and learning; technological determinism.Handover Version 2

Putting in more: emotional work in adopting online tools in teaching and learning practices

“…Their story is important because lecturers are critical in relation to making changes in pedagogy (CLEX 2009;Rebbeck and Ecclesfield 2010;Kirkwood and Price 2013) and as Steel (2009) notes lecturers' beliefs are crucial in determining their behaviour.…”

“…The critical defining feature of Web 2.0 tools and services is that they allow participation and collaboration in knowledge building and sharing activities over the web and thus they have the potential for a democratic and participative style of teaching and learning. Crook (2008), CLEX (2009), Conole and Alevizou (2010) and Kirkwood and Price (2013) provide a detailed analysis of the role and challenges for teaching using these tools.…”

Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice

“…It is not uncommon in ET for greater attention to be given to the technology and its implementation than its impact upon student learning (Kirkwood & Price, 2013b). However a fundamental question remains as to whether the increased time spent on implementing ET is benefiting student learning and not wasting their time, or the time that their teachers have invested.…”

More than skills: What can approaches to Digital Literacies learn from Academic Literacies?

“…In terms of practices, Kirkwood and Price (2013) suggest digital tools can be used, not just to replicate and supplement existing approaches to learning and teaching, but to transform learning and teaching. Sharpe and Beetham (P. 174, 2010) have also touched upon this transformation; suggesting that digital creation is not simply replicating writing in a digital context, but that "new technologies are changing the nature of learning and knowledge" by expanding the traditional academic form of creationwriting -into other digital media (Sharpe & Beetham, 2010, p.166).…”