Pedagogic Approaches to Using Technology for Learning - Literature Review

It also looks at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills.

Authors

Graham Attwell and Jenny Hughes (Pontydysgu) for Lifelong Learning UK

September 2010

Link - www.lluk.org/wp-content/uploads/2011/01/Pedagogical-appraches-for-using-technology-literature-review-january-11-FINAL.pdf

Background

The proliferation of new technologies and internet tools is fundamentally changing the way we live and work. The lifelong learning sector is no exception with technology having a major impact on teaching and learning. This in turn is affecting the skills needs of the learning delivery workforce.

In 2009-10, Lifelong Learning UK carried out a small piece of research into the use of technology in initial teacher training (ITT) in further education in England. This research highlighted that there was no consensus among ITT (providers as to what constituted effective ‘digital pedagogy’, that is, the effective and purposeful use of technology in teaching and learning.

The current teaching qualifications, Preparation in Teaching in the Lifelong Learning Sector (PTLLS), Certificate in Teaching in the Lifelong Learning (CTLLS) and Diploma in Teaching in the Lifelong Learning Sector (DTLLS) are due to expire in 2012. Lifelong Learning UK is reviewing the qualifications to ensure they are up to date and will support the development of the skills needed by the modern teacher, tutor or trainer.

However, the gap in technology related skills required by teaching and learning professionals cannot be bridged by qualifications alone or by initial training. A programme of opportunities for continuing professional development (CPD) is also needed to enable people to remain up to date.

This literature review is intended to address and support these areas by identifying new and emerging pedagogies; determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills.

The structure of the review

There are ten main sections to this literature review:

1. Introduction
2. Learners in the digital age
3. Digital literacies
4. Pedagogic theories and the se of technology for learning and their implications
5. The impact of technologies on pedagogy in practice
6. From current to emerging technologies for learning
7. Teachers dispositions
8. Present qualifications for teachers and approaches to pedagogy and the use of technology for learning
9. Continuing professional development
10. Gaps and bias in the literature.

In the Appendix to the report we provide a glossary and a list of definitions as we have used terms in this literature review.