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The influence upon design of differing conceptions of teaching and learning with technology

  • Adrian Kirkwood
    ,
  • Linda Price
  • Open University Milton Keynes
Research Output:
Chapter in Book/Report/Conference proceeding
Chapter
 Peer-review

Abstract

This chapter considers some of the theoretical foundations of teaching and learning in higher education and how these are reflected in practice. We consider how varying conceptions of teaching and learning with technology have an impact upon how teachers design teaching and learning. This chapter reviews why these variations are important and how they can affect the design of the curriculum and ultimately what and how students learn. We conclude that promoting increased use of technology does little, if anything, to improve student learning. It is only by attending to higher education teachers? conceptions of teaching and learning with technology and supporting change in this area that significant progress will be achieved. In this chapter we advocate that informed design in the use of technology is underpinned by beliefs about (conceptions of) teaching and learning with technology. To this end the chapter explores some of the theoretical underpinnings of these conceptions and argues that they are fundamental to driving well-informed practice in the use of technology to support student learning.

Publication Information

Output type

Research Output:
Chapter in Book/Report/Conference proceeding
Chapter
 Peer-review

Host publication Subtitle

Enhanced Learning and Teaching

Original language

English

Pages from-to (Number of pages)

Pages 1-20 (20 pages)

Publication milestones

  • Published - 01/01/2012

Publication status

Published - 01/01/2012

Publisher

IGI Global Scientific Publishing, United States

ISBN (Print)

9781613500804

ISBN (Electronic)

9781613500811

Publication IDs

  • handle.net: 10547/622616
  • Scopus: 105014713255

Host publication title

Informed Design of Educational Technologies in Higher Education

Host publication editors

  • Anders D. Olofsson
  • J. Ola Lindberg

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