Price, Linda and Kirkwood, Adrian (2011). Enhancing professional learning and teaching through technology: a synthesis of evidence-based practice among teachers in higher education. Higher Education Academy, York, UK.
Technology has the potential effectively to support learning and teaching in a number of situations. However, the manner in which the technology was used and aligned with the goals and aspirations of the learner was an important consideration. Practitioners do not appear to be capitalising on existing evidence. More emphasis appears to be placed on generating new evidence rather than evidence driving new practices. Teachers’ beliefs and practices are influential in determining how they engage with technology. The context of both the student and the teacher is also influential in determining the successfulness of learning and teaching practices with technology. Academic developers have key roles in supporting practitioners in engaging with relevant evidence while also supporting the development of their beliefs and practices concerning learning and teaching with technology. Policy makers have key roles in determining the integration of technology, as they influence the culture within which practitioners operate and hence their actions.
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