What a tangled web we weave: How technology is reshaping pedagogy (original) (raw)
Related papers
Technology, Pedagogy and Education
The Windows into Teaching and Learning (WiTL) project was developed by researchers at one large urban institution in the southeast region of the United States as a way to facilitate online clinical experiences for content area methods students during summer coursework. Utilising both synchronous and asynchronous elements, WiTL addressed the issue of students gaining meaningful clinical experiences in coursework offered during the summer. Though the purpose of WiTL was initially for methods students to engage in observations of and conversations with practising classroom teachers, an unanticipated outcome occurred. In this paper, the authors describe the WiTL process and discuss the impact it had on the professional growth of the practising classroom teachers. The results indicate that WiTL encouraged teachers to utilise reflective practice in rethinking their pedagogy and used technology to facilitate professional learning community among classroom teachers.
Editorial: Emerging technologies and changing learning/teaching practices
British Journal of Educational Technology, 2013
This special issue is being published at a time when emerging technologies (ETs) have become ubiquitous, and many educators in higher education are trialling different ways of using these technologies to respond to varying teaching and learning challenges (see Sharples et al, 2012 for some examples of this). These challenges include concerns about the quality and outcomes of teaching and learning in a climate of decreasing resources with a simultaneous increase in massification and diversity of the student population. The widening of participation to a diverse group of students thus brings with it contextual constraints and concerns about social inclusion that require addressing physical and epistemological access (Burke, 2012; Hassan & Nussbaum, 2012; Morrow, 2009). Higher educators are being pressurised to ensure success and throughput of students, while their classes are increasing in size and resources are diminishing, which may unwittingly reinforce exclusion and inequities (Bozalek & Boughey, 2012; Iverson, 2007). In addition to these issues that need addressing, it has to be borne in mind that access to technology, though ubiquitous, will not necessarily bring about transformative pedagogical practices (Veletsianos, 2011). Bates and Sangrà (2011, p 4) are of the opinion that radical change is needed in the design and delivery of teaching if higher education institutions (HEIs) are to be "fit for purpose" for the 21st century. Our thesis is that fitness for purpose is an outcome of a careful balance between educational goals, learning outcomes, design of learning activities and appropriation of technologies to mediate the accomplishment of the task. This requires imaginative and creative use of ETs by both students and educators in order to bridge the current pedagogical expectations sandwiched between contextual constraints and concerns. This, of course, also presumes that we understand the meaning of ETs.
Pushing beyond the comfort zone: Bridging the gap between technology and pedagogy
2004
The use of online pedagogy within universities is increasing. However, this expansion is not accompanied by an associated increase in investment in lecturers' pedagogy to assist them in the transition. At present, lecturers lack the tools to describe or illustrate the meaning they try to make of this transition between online pedagogy and technology. This paper describes the changing relationship between pedagogy and technology that a group of academic staff demonstrated in a one year Action Research project. Diagrams, produced by the lecturers, demonstrated a tension between the two continua of pedagogy and technology. This way of representing their views is presented as a potential tool for assisting lecturers to construct meaning as they continue to adopt technology in their online teaching, while also providing a benchmark for their online pedagogy in order to ensure quality teaching in higher education.
Nursing, claims Christine Hancock [1], is rightly recognised as vital to a nation's health. As President of the International Council of Nurses, Hancock highlighted the central role of nurses in meeting the health care challenges of the 21st century. The context of nursing is characterised by rapid technological change, bringing into focus the importance of advanced nursing education and life-long learning. Postgraduate education equips nurses for advanced clinical practice, supports safe and effective practice and, moreover, is key to retaining experienced nurses in the workforce. Flexible learning is a contemporary approach to learning that utilises the benefits of technology. This paper reflects on a completed doctoral study about technology-enabled advanced education to argue that technology in education is not just a means to an end but impacts synergistically on the use of technology in practice and thereby on the workforce development of nurses.
The use of online pedagogy within universities is increasing. However, this expansion is not accompanied by an associated increase in investment in lecturers' pedagogy to assist them in the transition. At present, lecturers lack the tools to describe or illustrate the meaning they try to make of this transition between online pedagogy and technology. This paper describes the changing relationship between pedagogy and technology that a group of academic staff demonstrated in a one year Action Research project. Diagrams, produced by the lecturers, demonstrated a tension between the two continua of pedagogy and technology. This way of representing their views is presented as a potential tool for assisting lecturers to construct meaning as they continue to adopt technology in their online teaching, while also providing a benchmark for their online pedagogy in order to ensure quality teaching in higher education.
Use of Digital Educational Technologies among Nursing Students and Teachers: An Exploratory Study
Journal of Personalized Medicine, 2021
The emergence of digital educational technologies (DET) raises questions regarding the personalization of both teaching and care. DET use implies profound changes with consequences in nursing care and in nursing teaching-learning process. With the purpose of contributing to the improvement of the teaching-learning process through the use of DET, an exploratory-descriptive, cross-sectional, and observational study, with a quantitative approach (descriptive and inferential statistics), was developed. Online questionnaires were applied (n = 140 students and n = 23 teachers) after ethics committee approval. Results point to low cost and access without time/space limits as the main benefits, and decreased interaction, less physical contact, and technical difficulties as constraints. Globally, there was no difference between students and teachers in the use of DET. Still, men report more constraints than women. In this sample, the use of DET is still at an early stage. Both students and t...
Open Journal of Nursing, 2013
This paper outlines a curriculum model for contemporary programme design for the purpose of embedding educational innovation and technology within an inter-professional nursing curriculum. It has been developed from work within the School of Nursing and Midwifery at Keele University during the rewrite of both the nursing and midwifery curriculum. The Nursing and Midwifery Council (NMC) require approval of all recordable programmes every five years and as such the school took this review as an opportunity to explore the curriculum model currently in use and develop an approach that would facilitate the professional requirements of the programme alongside the embedding of innovative learning and teaching methodologies. The model springs from extensive application of contemporary pedagogy underpinning adult learning, and forces consideration of cognitive alignment within a multi-modal delivery framework [1]. The model builds upon the early work of Fowler and Mayes [2] and later work of Bird [3] who explored the antecedents and underpinning theory for success within online learning experiences. This model has greater reach; having strategic fit for acontemporary "technology enhanced learning" application within further and higher education [4], whilst ensuring the achievement of given professional standards [5].
Commentary: Connecting Technology to Teaching-Learning
Journal of ITC, 2022
Technologies have the potential to be a disruptive or transformative force in teaching. This is even more evident after covid-19 forced a digital pivot in education, which largely still functions in an analog space despite the rapid advancement in technology. The forced digital pivot helped broaden many educators' perceptions on how technology can support teaching and learning; however, it also spotlighted gaps in the tension between sound, traditional, in-person practices that have been used for centuries