Teaching with technology and higher education: A brave new world?

Ewan Ingleby, Barbara Wilford, Clive Hedges

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Abstract

This paper explores the application of technology to pedagogy in higher education. The data is gathered from 21 academics who apply technology to their teaching with University students in England. The research is based on a qualitative inductive methodology. The findings reveal that a complex range of personal, social, and professional factors influence pedagogy with technology in higher education. The paper makes an original contribution to knowledge by outlining some of the challenges that exist in using technology to teach in higher education. The research participants do not think that applying technology to teaching is necessarily representative of best pedagogical practice. Caution and thought are recommended if pedagogy with technology in higher education is to be developed effectively. The research reveals that transformative pedagogy is possible when technology is applied to teaching in higher education, however this necessitates considering the needs of the students alongside reflecting on the personal, social and professional backgrounds of those who are teaching in higher education. This innovative approach to professional development with technology is developed in the paper.
Original languageEnglish
Pages (from-to)1
Number of pages25
JournalPractice: Contemporary Issues in Practitioner Education
Volume1
Issue number1
DOIs
Publication statusPublished - 25 Feb 2019

Bibliographical note

Dr Ewan Ingleby is based in the education department of Teesside University’s school of social sciences humanities and law. Ewan is the postgraduate research tutor for the school and he is a co-lead of the University’s ‘Learning For the 21st Century’ research challenge. Dr Barbara Wilford has worked at Teesside University in the school of health and social care as a Principal Lecturer. Dr Clive Hedges is based in the education department of Teesside University’s school of social sciences humanities and law and leads the department’s education doctorate programme.

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