Trust, Innovation and Risk: a contextual inquiry into teaching practices and the implications for the use of technology
If we are to bring about lasting changes around the use of technology in teaching and learning in colleges and universities, we need to understand the practices that staff undertake and the challenges they face. Effective and sustained change comes from a place of working in service to pedagogies,...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Irish Learning Technology Association
2019-03-01
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| Series: | Irish Journal of Technology Enhanced Learning |
| Subjects: | |
| Online Access: | http://www.journal.ilta.ie/index.php/telji/article/view/53 |
| _version_ | 1811229226254204928 |
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| author | Donna Lanclos Lawrie Phipps |
| author_facet | Donna Lanclos Lawrie Phipps |
| author_sort | Donna Lanclos |
| collection | DOAJ |
| description |
If we are to bring about lasting changes around the use of technology in teaching and learning in colleges and universities, we need to understand the practices that staff undertake and the challenges they face. Effective and sustained change comes from a place of working in service to pedagogies, and practices that support and surround learning and teaching. In order to better understand these issues Jisc commissioned research to gain more understanding about practice around learning and teaching and gaining insights beyond the technology-led.
This research captures the voices and experiences of people who are and have been teaching in higher and further education, drawing on senior and junior teaching scholars, across a broad range of academic discipline. The themes that emerged from this research and questions that arise come from more than 22 hours of interviews and several workshops providing insights about both practices and priorities for teaching staff. We report our research results here as an act of amplifying and advocating rather than discovery; we are under no illusions that these results have never been said before. The intent is to inform and support, to boost the voices that are coming through in our research and not pretend that we have discovered this for the first time. We also wanted, in conducting this project, to move away from starting with digital, and to ground discussions in the behaviours of people who were teaching, whether their practices had anything to do with digital or not.
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| first_indexed | 2024-04-12T10:10:58Z |
| format | Article |
| id | doaj.art-4be4f64d6698437b9aa5e01420a765d9 |
| institution | Directory Open Access Journal |
| issn | 2009-972X |
| language | English |
| last_indexed | 2024-04-12T10:10:58Z |
| publishDate | 2019-03-01 |
| publisher | Irish Learning Technology Association |
| record_format | Article |
| series | Irish Journal of Technology Enhanced Learning |
| spelling | doaj.art-4be4f64d6698437b9aa5e01420a765d92022-12-22T03:37:19ZengIrish Learning Technology AssociationIrish Journal of Technology Enhanced Learning2009-972X2019-03-014110.22554/ijtel.v4i1.53Trust, Innovation and Risk: a contextual inquiry into teaching practices and the implications for the use of technologyDonna LanclosLawrie Phipps0Jisc If we are to bring about lasting changes around the use of technology in teaching and learning in colleges and universities, we need to understand the practices that staff undertake and the challenges they face. Effective and sustained change comes from a place of working in service to pedagogies, and practices that support and surround learning and teaching. In order to better understand these issues Jisc commissioned research to gain more understanding about practice around learning and teaching and gaining insights beyond the technology-led. This research captures the voices and experiences of people who are and have been teaching in higher and further education, drawing on senior and junior teaching scholars, across a broad range of academic discipline. The themes that emerged from this research and questions that arise come from more than 22 hours of interviews and several workshops providing insights about both practices and priorities for teaching staff. We report our research results here as an act of amplifying and advocating rather than discovery; we are under no illusions that these results have never been said before. The intent is to inform and support, to boost the voices that are coming through in our research and not pretend that we have discovered this for the first time. We also wanted, in conducting this project, to move away from starting with digital, and to ground discussions in the behaviours of people who were teaching, whether their practices had anything to do with digital or not. http://www.journal.ilta.ie/index.php/telji/article/view/53Contextual Inquiryteachingtechnology enhanced learningtechnology |
| spellingShingle | Donna Lanclos Lawrie Phipps Trust, Innovation and Risk: a contextual inquiry into teaching practices and the implications for the use of technology Irish Journal of Technology Enhanced Learning Contextual Inquiry teaching technology enhanced learning technology |
| title | Trust, Innovation and Risk: a contextual inquiry into teaching practices and the implications for the use of technology |
| title_full | Trust, Innovation and Risk: a contextual inquiry into teaching practices and the implications for the use of technology |
| title_fullStr | Trust, Innovation and Risk: a contextual inquiry into teaching practices and the implications for the use of technology |
| title_full_unstemmed | Trust, Innovation and Risk: a contextual inquiry into teaching practices and the implications for the use of technology |
| title_short | Trust, Innovation and Risk: a contextual inquiry into teaching practices and the implications for the use of technology |
| title_sort | trust innovation and risk a contextual inquiry into teaching practices and the implications for the use of technology |
| topic | Contextual Inquiry teaching technology enhanced learning technology |
| url | http://www.journal.ilta.ie/index.php/telji/article/view/53 |
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