Technology in context
The government-funded Capital project sought to develop understanding of how technology can be most effectively adopted to support learners. NICK JEANS, ANDREW MANCHES, ELEANOR STOKES and KIM BALMER report on some of the project’s findings and consider the implications for adult learning
W
e frequently hear competing media and research claims about the educational value of new technologies. But too often it is
not clear how, if at all, these technologies are supporting learning. And there is not enough attention paid to the challenges of trying to introduce these technologies successfully into an educational context. To what extent are the claims made about the benefits of technology- enhanced learning borne out in practice? The Capital (Curriculum and Pedagogy
in Technology Assisted Learning) research project, carried out by the University of Nottingham and Sero Consulting, in association with Becta, from 2008 to 2010, sought to answer this question. The claims we examined related to three broad themes: learning spaces and tools; curriculum and assessment; and education workforce training. Alongside these claims, we also considered cross-cutting strands such as infrastructure and inclusion. The design of learning spaces influences
the type of teaching and learning that takes place. A problem with traditional classroom designs is that they can unwittingly foster a style of delivery where students become a passive audience focused exclusively on the teacher. The danger is that some technologies, such as electronic whiteboards fixed at the front of the class, can perpetuate this, while large fixed PCs and monitors may obstruct other types of learning activity, particul- arly the kind of collaborative discussion and peer encouragement so important in adult education. Smaller (and cheaper) laptops or mobile
devices, alongside careful positioning of kit, can result in technology that is readily avail- able without being intrusive. Such unobtrusive equipment is particularly beneficial in settings not specifically designed for education, such as community centres, church halls or prisons. Mobile devices can also help to link learn- ing across formal and informal settings and support the development of other skills such as research and reflection. The immediacy
30 ADULTS LEARNING JANUARY 2011
and responsiveness of mobile technologies also make them an ideal device for learning through exploration, on visits or field trips, for example, where they are particularly useful for gathering and reporting data. There is a rising tide of adoption by
students of personal smartphones that offer powerful tools for enquiry and collaboration. Students already use such devices to support learning outside formal classes, raising the question of how teachers might incorporate such learning in the classroom. This raises issues of teacher time and resources, including technical support and networks that can accommodate learner-owned devices.
Efficiency gains E-assessment can lead to efficiency gains – both for the organisation (for example, marking costs) and the learner (for example, faster and more personal feedback). But while there is progress in migrating assessments to online testing, this has not yet led to qualitative changes in what is assessed. The increased use of e-portfolios has presented more novel ways to gather and submit evidence (for example, video), although these tend to be limited to assessment for vocational qualifications. There are a number of digital tools that can support interaction between teacher and student, such as communicating feedback through email and on-screen marking, using screen-casting software like ScreenR or Jing. Currently, only a small number of individuals make use of such technologies to enhance formative assessment, but as these tools become easier to access and use, they should provide a means for teachers to increase their confidence and consider more innovative ways of capturing and responding to student’s understanding, such as using audio and video or facilitating peer-assessment. Perhaps unsurprisingly, leadership plays a
central role in the successful take-up and use of technologies within educational settings. But leadership occurs on many levels, and it is the conjoined leadership of many rather than one individual that results in the more
transformative use of technology for teaching and learning. Nevertheless, the overwhelming consensus in our research was that strong leadership facilitated change through a culture of openness and trust, where individuals were supported in taking risks and encouraged to trial new forms of practice. Effective leaders foster supportive environments where staff feel encouraged to innovate, and failure is viewed as a worthy lesson, not a reason for ridicule. They provide encouragement when staff face practical challenges – such as the failure of technology to live up to expectations – but also mechanisms for support, such as provision of a dedicated ICT technician. Leaders can play a key role in professional development for improving staff skills and confidence towards technology, although it is not yet clear how this can be best be achieved. There is some evidence that teachers may actually develop more innovative and transformational uses of technology through informal and peer learning than from formal training. Despite the relative lack of investment in
adult learning, there has been a significant – if, at times, patchy – increase in the use of technologies to enhance learning. This has often been achieved despite structural challenges such as multiple (and multiple- use) sites, part-time staff and low levels of funding which can magnify many of the issues associated with developing, supporting and renewing the infrastructure for learners. The continued development of infrastructure is necessary to meet emerging challenges such as allowing network access to the growing number of learner-owned devices, profiting from the advent of cloud comput- ing or adopting thin-client solutions, while maintaining data access and security. Success in meeting emerging challenges
such as those described will greatly depend upon technical support structures, for which the Framework for IT Support (FITS: see
http://www.thefitsfoundation.org/) is gaining influence throughout the compulsory and further education sectors. The framework is helping illuminate the relationship between
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