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Scholarly Approaches to using Technology in Teaching and Learning. Linda Price. Why?. Why use digital technologies? What factors might influence us? Why do we need to be scholarly? What might we do to build capacity?. The Press gets it…. The Politicians get it…. Are we getting it?.
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“It is ironic that in theso-called Information Agewe are still graduatingpassive, solitary learners poorly equipped to cope with the explosion of information resources competing for their attention”. (Sept, 2004,p. 49).
Students need to learn, unlearn and relearn as professionals in the 21st century.
Which is scholarly?
Course design influences students’ study behaviours
“Good teaching may overcome a poor choice in the use of technology, but technology will never save poor teaching: usually it makes it worse.” (Bates, 1995)
“..students who commence higher education with didactic/reproductive beliefs can find the process difficult and even traumatic. They are uncomfortable with the teaching approaches that do not correspond with their model of teachers presenting information to be passively absorbed by students .” (Kember, 2001)
Technology may not be the sole problem – it may be the pedagogical approach
Ernest Boyer (1990) wrote his seminal work onScholarship Reconsidered: Priorities of the Professoriate.Scholarship
the function of a ‘scholar’ had become viewed as conducting and publishing research such that research came first followed by teaching.
As a result he attempted to ‘define’ or ‘redefine’ scholarship articulating the full range of activities that professors (academics) engage in.
He was concerned about the quality of student education
He argued that universities were being called upon to educate previously unimagined numbers of students.
‘Professors then have the pressure of publishing and the pressure of increased student class sizes…
Many did a conspicuously ‘bad’ job of teaching as there was no penalty.
Is it ethical to enrol students and not give them a good quality education?
Brew, 1999; Clegg, 2008; Darling, 2003; Draeger & Price, 2011; Hutchings & Shulman, 1999; Kanuka, 2011; Kreber & Cranton, 2000; Richlin, 2001; Trigwell & Shale, 2004).
Asking a colleague about a problem in his or her research is an invitation;
Asking about a problem in one’s teaching would probably seem like an accusation.
Changing the status of the problem in teaching from remediation to on-going investigation is what the SoTL movement is all about.
How might we make the problematization of teaching a matter of regular communal discourse? How might we think of teaching practice and the evidence of student learning, as problems to be investigated, analyzed, represented, and debated? (Bass, 1999)
Understand our students' context and learning needs
Understand how our teaching and learning innovationswith ICT affect our students
Building theoretical models
Collecting evidence and USING it to improve our courses and our students’ learning experiences
Continuing professional development
Must have a holistic institutional approach
Holistic approach to curriculum design
Let’s use technology effectively to build that future.