FE colleges might be the learning technology magpies of education but bright shiny things won’t do enough to meet the new FELTAG
Having once observed a practical swimming lesson whilst trying not to get my iPad splashed, I know that technology in itself doesn’t always improve our processes.The recent FELTAG report has made some important recommendations for the effective use of digital technology in learning, teaching and assessment in the sector. These are usefully summarised by City & Guilds here, and it’s clear that responsibility for change must lie with the sector.
There are some brilliant examples of colleges already putting this at the top of their strategic list and really engaging with learning technology. For example, the CUREE lab sites report on innovation at New College Nottingham shows how students had an input to the design of their own course blog, and engaging with this improved assignment submission rates and helped students raise the standard of their work. But there are other examples where technology is seen as an end in itself, a big criticism in the report. Giving staff iPads without wi-fi in their classrooms is a simple and costly example. Having the latest VLE platform is of limited value if it’s only used as a digital storage cupboard. We have to link technology to pedagogy to make sure it serves us in achieving our aims.
The EEF Toolkit has evaluated approaches to ILT and found that, far from being any kind of substitute for sound pedagogy, technology only works when it reinforces or amplifies good teaching and learning. But there are also some amazing opportunities for technology to actually extend our pedagogies. In teacher training, using an e-portfolio system in a way that can be personalised can transform the relationship between the trainee and the tutor. A past trainee I worked with would often write her reflections sitting on the sofa at home in the evening as part of a blog set up as private between trainee and tutor. I was often also sitting on my sofa with my iPad and would respond to create an informal dialogue and links to research which enabled her to move her thoughts forward. She described the process as being “on the couch” – both literally and virtually.
The way that this kind of approach contributes to a new pedagogy has been extensively researched and evidenced by PebblePad pioneer Julie Hughes at the University of Wolverhampton. Here at CUREE we are working on a Route map line to capture and summarise the latest research on the impact of mobile technology on learning. So the challenge of FELTAG is to know exactly why we are implementing specific technologies, based on research, not sparkle.
Senior Research Informed Practice Manager
11 July 2014