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

2.50
Hdl Handle:
http://hdl.handle.net/10547/622623
Title:
Missing: evidence of a scholarly approach to teaching and learning with technology in higher education
Authors:
Kirkwood, Adrian; Price, Linda ( 0000-0001-5291-0469 )
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.
Affiliation:
Open University
Citation:
Kirkwood A, Price L (2013) 'Missing: evidence of a scholarly approach to teaching and learning with technology in higher education', Teaching in Higher Education, 18 (3), pp.327-337.
Publisher:
Routledge
Journal:
Teaching in Higher Education
Issue Date:
22-May-2013
URI:
http://hdl.handle.net/10547/622623
DOI:
10.1080/13562517.2013.773419
Additional Links:
https://www.tandfonline.com/doi/abs/10.1080/13562517.2013.773419
Type:
Article
Language:
en
ISSN:
1356-2517
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorKirkwood, Adrianen
dc.contributor.authorPrice, Lindaen
dc.date.accessioned2018-04-18T11:05:07Z-
dc.date.available2018-04-18T11:05:07Z-
dc.date.issued2013-05-22-
dc.identifier.citationKirkwood A, Price L (2013) 'Missing: evidence of a scholarly approach to teaching and learning with technology in higher education', Teaching in Higher Education, 18 (3), pp.327-337.en
dc.identifier.issn1356-2517-
dc.identifier.doi10.1080/13562517.2013.773419-
dc.identifier.urihttp://hdl.handle.net/10547/622623-
dc.description.abstractAs 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.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttps://www.tandfonline.com/doi/abs/10.1080/13562517.2013.773419en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.subjectlearning technologyen
dc.subjectteaching and learningen
dc.titleMissing: evidence of a scholarly approach to teaching and learning with technology in higher educationen
dc.typeArticleen
dc.contributor.departmentOpen Universityen
dc.identifier.journalTeaching in Higher Educationen
dc.date.updated2018-04-17T13:56:02Z-
All Items in UOBREP are protected by copyright, with all rights reserved, unless otherwise indicated.