Abstract
There is a large body of research on technology-enhanced learning, but questions related to the educational effectiveness of technology use still needs to be questioned. In this paper, I argue that digital innovators’ stories about technology enhancement may constitute a rich source for understanding this complex educational phenomenon both in relation to teachers’ daily practices and the implementation of ICT in higher education at large. Based on biographical interviews with “digital innovators”, the aim of this paper is to investigate how [their] digital competence is used to enhance teaching and learning in higher education. This paper asks; how do digital innovators approach the use of ICT to enhance students’ learning and what are the organisational conditions for this approach? The findings suggests that technology-enhancement is linked to nine key characteristics: different educational models, authenticity, pedagogical added values, meaningful student activities, changing approaches to feedback, assessment and connection with the outside world, as well as holistic planning, supportive leaders and strong micro-cultures. This paper proposes a more nuanced understanding of the term technology enhanced learning and suggests strategies for educational development and further investigations related to this phenomenon in higher education.
Highlights
The educational potentials of using information and communication technology (ICT) brings new possibilities and constraints when facilitating or in the facilitation of student learning
Findings from national surveys like the survey ICT Monitor for higher education in Norway (2008, 2011 and 20141) demonstrate that educational development within this field is still driven by enthusiastic teachers – “lone riders” with digital competence and a special interest in using ICT
To answer the particular research question: how do digital innovators approach the use ICT to enhance students’ learning and what are the organisational conditions for this approach?” I present the main findings from the analyses of the digital innovators’ stories
Summary
The educational potentials of using information and communication technology (ICT) brings new possibilities and constraints when facilitating or in the facilitation of student learning. Seminar.net - International journal of media, technology and lifelong learning Vol 12 – Issue 1 – 2016 and effectiveness of ICT (Kirkwood et al 2014, Bayne 2014). Expectations related to how ICT could enhance teaching and learning in higher education, have been clearly expressed in both international and national policy documents over the last 15 years The general use of ICT in higher education is prevalent and it has been implemented with little variation to enhance student learning (op.cit). In their critical research review on how TEL is interpreted in recent literature Kirkwood and Price (2014) argue that it is often taken for granted that technologies can ‘enhance learning’ (op.cit). I discuss whether the digital innovators’ complex stories may contribute to new thinking as far as organisational requirements related to technology-enhancement within Higher Education are concerned
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