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learningTECH


‘Practitioners lack digital tech confidence’ say many students


More than nine out of ten teachers and trainers use digital technologies in their professional practice, but many students think that practitioners lack confidence in their digital skills, according to two new surveys.


Just six per cent of teachers and trainers reported rarely or never using digital technology in their professional lives, according to the 2019 Teacher Digital Perspectives Survey, published by the Education and Training Foundation (ETF). Of the 94 per cent using digital technology regularly, 80 per cent reported using it in planning their teaching, 65 per cent to offer different teaching approaches and 61 per cent for assessment, according to the research which was undertaken by Opinium for the ETF. According to the 2019 Learner Digital Perspectives Survey, also from the ETF, students were prolific in their use of technology during learning, with computers


used by 82 per cent and mobile phones by 74 per cent. Nearly two fifths of teachers (39 per cent) and 35 per cent of learners reported using virtual learning environments, and more than half (54 per cent of teachers and 55 per cent of learners) used online communities such as Google Drive or Moodle. IT infrastructure, including


hardware and software issues, were identified by both teachers and students (44 per cent and 45 per cent, respectively) as the most significant barrier to the greater use of technology. But while teachers said that the second most significant barrier was a lack of time for digital content creation (38 per cent), students said that teachers’ lack of confidence in their digital skills was the second biggest barrier (also 38 per cent). Teachers and learners alike


reported that they would like more support in the use of technology.


Digital support and resources are available from the ETF, including the Digital Teaching Professional Framework and the Enhance Digital Teaching Platform. Visit the ETF’s EdTEch Support page or, if reading your inTuition digitally, simply click bit.ly/ETFEdTech 2019 Teacher Digital Perspectives Survey bit.ly/Teacher DigitalReport 2019 Learner Digital Perspectives Survey bit.ly/Learner DigitalReport


IT


IDEAS


By Chris Davies In today’s world, we see increased use of continuously developing communication technologies. The current generation of 16 to


24-year-olds are technically savvy but face an ever-expanding diversity of potential job roles, and they often struggle to gain an understanding of, and experience in, their chosen field of work. A young person who is able to draw on the experience of someone who has experience or knowledge of that young person’s chosen field has a significant advantage. Fortunately, there are increasing numbers of older people who have tremendous experience of the world of work and also a working knowledge of communication technologies.


Dan Hazelton is a design and technology lecturer at New College Swindon


Using the HP Sprout computer is a great way to enable learners to blur the lines between digital and physical objects. It has a normal screen but it also comes with a large, detachable touch pad which doubles as a second screen. The Sprout uses multi-camera scanning to scan real objects and digitise them, allowing their manipulation on screen. In my product design course we use it to digitise physical models into virtual computer aided designs (CAD) that can then be manipulated in an iterative and generative way without destroying the original form. Ideas can be tested and explored before creative conclusions are drawn. From here the students have two options. They can render their designs and convert them


into augmented reality (AR) objects, enabling them to be placed in a scene or attached to a tracking graphic. Alternatively the work can be 3D printed. The Sprout is not cheap, costing around the same as a high-end computer, but I can easily see this form of user interaction becoming as normal as using a mouse.


Computer mediated communications (CMC) such as email, Skype and texting offer a flexible, geographically unrestrained and cost-effective method of putting potential e-mentors or ‘vocational grandparents’ in touch with 16 to 24-year-olds to support them in their early careers. In addition to vocational guidance, one-on-one pairings using CMC can also improve motivation, focus and direction for young people. Typically, an e-mentor will provide assistance on one or more of the following: information on potential career routes, work placements, internships, CV, and interview and personal statement preparation. They can undertake mock Skype interviews and provide references. The pairing typically lasts for six months. The ultimate goal is that all 16 to 24-year-olds have support from an e-mentor or vocational grandparent.


Chris Davies is a further education consultant, a Member of SET and founder of Work-Link Mentors www.worklinkmentors.org.uk


inTUITION ISSUE 37 • AUTUMN 2019 33


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