Professional development in pedagogy with technology in higher education: A brave new world?

This paper explores professional development and pedagogy with technology in higher education. The research participants come from a range of professional backgrounds. The findings are relevant to all three sub-themes of this year’s conference. The data is gathered from 23 academics who apply technology to their teaching with University students in England. The research is based on a qualitative inductive methodology. Loosely structured interviews have been completed with the research population to gather their views on professional development and pedagogy with technology. The findings reveal that a complex range of personal, social, and professional factors influence professional development and pedagogy with technology in higher education. The paper makes an original contribution to knowledge by outlining the challenges to professional development and pedagogy with technology in higher education. This builds on other work published in related areas (Bers 2008; Ingleby 2015; Yelland and Kilderry 2010).