Technology in the United Kingdom's Higher Education context

2.50
Hdl Handle:
http://hdl.handle.net/10547/622662
Title:
Technology in the United Kingdom's Higher Education context
Authors:
Price, Linda ( 0000-0001-5291-0469 ) ; Kirkwood, Adrian
Other Titles:
The globalised university: Trends and challenges in teaching and learning
Abstract:
Frequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources, administration, teaching programmes, teaching practices and learning approaches, often resulting in technology-led course designs. Yet evidence shows that it is not the technology per se that changes learning and teaching but the pedagogical advantage we make of its use. In parallel, professional development programmes have largely focused on how to use the technology, resulting in replication or supplement of existing teaching practices, as opposed to transforming learning. In particular, the lack of specific context and reflection in professional development programmes can lead to a poor understanding of how and why students use technology effectively in learning. This requires a rethink of how we support initiatives that use technology in learning and teaching. Professional development programmes need to focus not only on the individual teacher, but also on support staff, departmental, and senior managers, so that appropriate policies, supporting structures and resources are in place for effective technology use. This chapter critiques these issues in the context of higher education in the United Kingdom and examines the political drivers that have pushed for the use of information communication technology (ICT) in learning and teaching. It considers this in the context of the United Kingdom Open University and how this institution has addressed some of the issues highlighted. Finally, a framework for professional development to support ICT in learning and teaching is presented aimed at holistically improving the student learning experience. This framework incorporates not only individual staff but also faculty and institutional management.
Citation:
Price L, Kirkwood A (2008) 'Technology in the United Kingdom's Higher Education context', in Scott S, Dixon KC (ed(s).). The globalised university: Trends and challenges in teaching and learning, edn, Perth, Australia: Black Swan Press pp.83-113.
Publisher:
Black Swan Press
Issue Date:
1-Jan-2008
URI:
http://hdl.handle.net/10547/622662
Additional Links:
http://eprints.kingston.ac.uk/33260/
Type:
Book chapter
Language:
en
ISBN:
9780975751954
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorPrice, Lindaen
dc.contributor.authorKirkwood, Adrianen
dc.date.accessioned2018-04-19T12:46:05Z-
dc.date.available2018-04-19T12:46:05Z-
dc.date.issued2008-01-01-
dc.identifier.citationPrice L, Kirkwood A (2008) 'Technology in the United Kingdom's Higher Education context', in Scott S, Dixon KC (ed(s).). The globalised university: Trends and challenges in teaching and learning, edn, Perth, Australia: Black Swan Press pp.83-113.en
dc.identifier.isbn9780975751954-
dc.identifier.urihttp://hdl.handle.net/10547/622662-
dc.description.abstractFrequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources, administration, teaching programmes, teaching practices and learning approaches, often resulting in technology-led course designs. Yet evidence shows that it is not the technology per se that changes learning and teaching but the pedagogical advantage we make of its use. In parallel, professional development programmes have largely focused on how to use the technology, resulting in replication or supplement of existing teaching practices, as opposed to transforming learning. In particular, the lack of specific context and reflection in professional development programmes can lead to a poor understanding of how and why students use technology effectively in learning. This requires a rethink of how we support initiatives that use technology in learning and teaching. Professional development programmes need to focus not only on the individual teacher, but also on support staff, departmental, and senior managers, so that appropriate policies, supporting structures and resources are in place for effective technology use. This chapter critiques these issues in the context of higher education in the United Kingdom and examines the political drivers that have pushed for the use of information communication technology (ICT) in learning and teaching. It considers this in the context of the United Kingdom Open University and how this institution has addressed some of the issues highlighted. Finally, a framework for professional development to support ICT in learning and teaching is presented aimed at holistically improving the student learning experience. This framework incorporates not only individual staff but also faculty and institutional management.en
dc.language.isoenen
dc.publisherBlack Swan Pressen
dc.relation.urlhttp://eprints.kingston.ac.uk/33260/en
dc.subjectlearning technologyen
dc.subjecthigher educationen
dc.titleTechnology in the United Kingdom's Higher Education contexten
dc.title.alternativeThe globalised university: Trends and challenges in teaching and learningen
dc.typeBook chapteren
dc.date.updated2018-04-17T13:57:06Z-
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