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

  • Linda Price
    ,
  • Adrian Kirkwood
Research Output: Contribution to journal Article Peer-review

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.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 327-337

Journal (Volume, Issue Number)

Teaching in Higher Education (Volume 18, Issue 3)

Publication milestones

  • Published - 22/05/2013

Publication status

Published - 22/05/2013

ISSN

1356-2517

External Publication IDs

  • handle.net: 10547/622623
  • Scopus: 84878659304

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