Kirkwood, Adrian and Price, Linda
(2013).
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.1080/13562517.2013.773419 |
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| Google Scholar: | Look up in Google Scholar |
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.
| Item Type: | Journal Item |
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| Copyright Holders: | 2013 Taylor & Francis |
| ISSN: | 1470-1294 |
| Keywords: | technology enhanced learning; student learning; teaching in higher education; scholarship of teaching and learning; technological determinism |
| Academic Unit/School: | Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET) Learning and Teaching Innovation (LTI) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 37659 |
| Depositing User: | Adrian Kirkwood |
| Date Deposited: | 28 May 2013 08:24 |
| Last Modified: | 07 Dec 2018 14:15 |
| URI: | http://oro.open.ac.uk/id/eprint/37659 |
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