In a large piece of research undertaken with Nigel Ecclesfield and Fred Garnet, 1,017 teaching staff in the FE sector told us how they felt about using technology in various actions (blogging, audi, videos, texting, using a VLE, collaborating with other testers etc.) Over 1/4 million words were submitted telling unique stories taken from frontline experience. This Paper explains our findings and in the process charts the changes to e-learning that are changing as the use of technology in private lives gains momentum, changing the degree of confidence teachers have in exploring application in effective teaching and learning. To read the full report, click on the link above.
The radar chart show the reactions of teachers to set questions. Notice the spike in exploratory. We found that whilst teachers had wide levels of ability, the desire to explore regardless of ability was very strong. It also showed little appetite to be directed by others.
This study has evidence that supports the following conclusions:
In the past 11 years teachers have moved from being passive recipients of direction and instruction in the use of technology to showing a curiosity in the possible educational uses of a range of technologies. They now want guidance on the purposeful application of pedagogy to those technologies that they have already used in their private lives in order to enable a wide-ranging use of resources in their student-centred teaching and learning.
Confidence is the critical factor in the successful uptake of new technologies
The possible use of technology in teaching is as wide as the number of practitioners making use of it. The traditional central provision and hosting of software is increasingly being supplemented by the use of social media, “apps” and Web 2.0 tools. We are now dealing with a tapestry of applications being used for learning.
There is no one best way to use technology. Best practice is less relevant with “effective practice” in any given circumstance replaces it
Technology intervention in learning is fragmenting and is supporting highly individualised patterns of use. The common factor is good teaching and student- centred learning rather than the uniform use of large centralised technology hosted by the provider
Training should be aimed always at the application of technology in teaching rather than reviewing all the technology can do in abstract
Successful impact includes the degree to which it lacks “turbulence” in its take-up and its invisibility in day-to-day teaching and learning.
E-maturity is best measured by the degree of teacher e-confidence on display. They are in effect the same thing.