The Case Of The Curious And The Confident-The Untold Story Of Changing Teacher Attitudes To E-Learning And “Technology In Action” In The FE Sector. Ecclesfield, N., Rebbeck, G., & Garnett, F. Compass: The Journal of Learning and Teaching at the University of Greenwich, 2012. 00000
abstract   bibtex   
This paper attempts to highlight findings from the recent LSIS (Learning and Skills Improvement Service) survey into practitioner attitudes to technology. We presented the initial findings of a research project funded by LSIS to the Greenwich e-learning conference in July 2011. A number of interesting insights can be identified concerning both the methodology used and the results obtained. In terms of the methodology we believe that the more qualitative approach used, which we describe as examining ‘technology in action’, can provide deeper systematic insights into practitioner uses of technology for learning, as well as indicating individual practice. Secondly, as a consequence of this approach, we have also unearthed some original insights into the use of technology for learning in colleges. Additionally, the almost ‘learning analytics’ approach to gathering survey data (Ecclesfield and Smith, 2011), also allowed us to create individual narratives of professional practice. As a consequence we will discuss the following issues; a new methodological approach using new tools and survey instruments, a wider ranging curiosity-driven use of technology for learning in the practitioner, highlighting approaches reflecting personal development of practice, which extends the concept of both staff and professional development. Overall our findings reflect a new professional confidence in using technology in colleges, which emerges from individual practitioner’s personal curiosity in how technology might be used to help students learn.
@article{ecclesfield_case_2012,
	title = {The {Case} {Of} {The} {Curious} {And} {The} {Confident}-{The} {Untold} {Story} {Of} {Changing} {Teacher} {Attitudes} {To} {E}-{Learning} {And} “{Technology} {In} {Action}” {In} {The} {FE} {Sector}},
	abstract = {This paper attempts to highlight findings from the recent LSIS (Learning and Skills Improvement Service)
survey into practitioner attitudes to technology. We presented the initial findings of a research project
funded by LSIS to the Greenwich e-learning conference in July 2011.
A number of interesting insights can be identified concerning both the methodology used and the results
obtained. In terms of the methodology we believe that the more qualitative approach used, which we
describe as examining ‘technology in action’, can provide deeper systematic insights into practitioner
uses of technology for learning, as well as indicating individual practice. Secondly, as a consequence of
this approach, we have also unearthed some original insights into the use of technology for learning in
colleges. Additionally, the almost ‘learning analytics’ approach to gathering survey data (Ecclesfield and
Smith, 2011), also allowed us to create individual narratives of professional practice.
As a consequence we will discuss the following issues; a new methodological approach using new tools
and survey instruments, a wider ranging curiosity-driven use of technology for learning in the practitioner,
highlighting approaches reflecting personal development of practice, which extends the concept of both
staff and professional development. Overall our findings reflect a new professional confidence in using
technology in colleges, which emerges from individual practitioner’s personal curiosity in how technology
might be used to help students learn.},
	number = {5},
	journal = {Compass: The Journal of Learning and Teaching at the University of Greenwich},
	author = {Ecclesfield, Nigel and Rebbeck, Geoff and Garnett, Fred},
	year = {2012},
	note = {00000},
	pages = {45--58},
}
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