Pedagogy first: Realising technology enhanced learning by focusing on teaching practice

Abstract

This paper explores a “pedagogy first” approach to technology enhanced learning developed by Sheffield Hallam University (SHU) as a method to encourage use of, and experimentation with, technology within teaching practice and to promote the mainstreaming of innovative practice. Through a consultative approach where all staff members were invited to contribute, SHU has created a Teaching Approaches Menu that reflects practice at the institution and can be used to explore teaching practice and appropriate supporting technology either by individuals or as part of a facilitated discussion. Background to the project is provided, along with the design philosophy and approach, including a brief review of other frameworks. The Teaching Approaches Menu is introduced, its development outlined, and some initial feedback is presented.

Understanding digitalization and educational change in school by means of activity theory and the levels of learning concept

“…Simultaneously, the integration of digital technologies in schools has been reported to be a complicated process. Several researchers report that digitalization initiatives have difficulty gaining sustainability in schools (Aesaert et al 2015;Hauge 2014;Håkansson Lindqvist 2015) and that the technologies implemented tend to support and reproduce previous practices rather than developing new ones (Glover et al 2016).…”

Mobile Learning And Higher Education

“…The use of mobile devices primarily as a direct replacement of previous practices and methods has been strongly in evidence in formal projects since the inception of mobile learning and suggests that in its current form it may not be the catalyst for disruptive, yet sustainable pedagogical change (Cochrane, 2012). While mobile devices clearly offer increasing affordances that make them valuable and engaging tools to support and encourage learning, the development of specific pedagogies for mobile learning is a case of allowing the technology to define the learning, rather than the alternative and more considered approach where the choice of tool and learning activities are based upon required learning outcomes and the most appropriate method by which they can be achieved (Glover, Hepplestone, Parkin, Rodger, & Irwin, 2016). Combined with the speed at which mobile technology and its use in society is evolving, this relative lack of transformative mobile learning practices suggests that, while research into specific uses of mobile technology is important, there is likely to be more benefit from research into fully integrating mobile learning into existing practices rather than treating it as a specialist area in itself.…”

Intellectual Capital dan Knowledge Management dalam Inovasi dan Kreasi Media Pembelajaran Berbasis Kemampuan 4C dan Literasi

“…Melibatkan teknologi dalam pembelajaran sudah banyak dilakukan di sekolah-sekolah kota besar pada umumnya. Glover et al (2016) menyatakan bahwa teknologi telah digunakan terutama untuk mereplikasi hal-hal yang sudah ada, yakni seperti papan tulis elektronik dan proyektor data yang biasa digunakan dalam kelas. Penggunaan teknologi bertujuan untuk mengubah pembelajaran menjadi pengalaman yang aktif dan partisipatif dengan memberikan efektivitas dan efisiensi yang lebih baik daripada penggunaan alat-alat konvensional.…”