Abstract
Technology-enhanced learning (TEL) has become a prominent issue in further education (FE) since the publication of the Further Education Learning Technology Action Group (FELTAG) report in 2014, but many initiatives have concentrated on digital competence without investigating the role of staff attitudes and motivation in extending their use of new technologies. This research explored the views and experiences of FE staff using technology to support learning and the impact of these on their motivation to develop a technology-enhanced curriculum in their subject. The aim was to identify any common themes or factors linked to positive engagement with TEL which could inform institutional efforts to increase the extent and effectiveness of TEL use. This research used a mixed-methods approach to attempt to provide a broader and more reliable view of attitudes and also considered the similarities and differences between the experiences of further and higher education teachers through comparison with Bennett’s (2014) Digital Practitioner Framework and the particular barriers found in the resource-constrained environment of FE. It summarises the key factors identified as likely to influence staff engagement with TEL, and recommends how such motivating factors could be maximised and how potential barriers could be addressed.
Highlights
The biggest influence on technology-enhanced learning (TEL) in the further education (FE) sector has been the publication of the Further Education Learning Technology Action Group report (FELTAG 2014)
Evaluate the data using Bennett’s (2014) Digital Practitioner Framework to see if this model is applicable to the FE sector
Both qualitative and quantitative data are evaluated below using Bennett’s (2014) Digital Practitioner Framework –this enables assessment of how far this model encompasses the attitudes evidenced in the data and the extent to which it is applicable to the FE sector
Summary
The biggest influence on technology-enhanced learning (TEL) in the further education (FE) sector has been the publication of the Further Education Learning Technology Action Group report (FELTAG 2014). Of its 39 recommendations, 12 concerned the upskilling and development of the workforce maximum attention was given to the recommendation that 10% of every learning programme should be online. Whilst this report successfully raised the profile of TEL in the FE sector, it led to a focus on measuring the quantity rather than the effectiveness of online learning and an awareness of its potential as a cost-cutting option.
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