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  • Springer_Paper_Passey_and_Lee_final

    Rights statement: The final publication is available at Springer via http://dx.doi.org/10.1007/978-981-15-4847-5_8

    Accepted author manuscript, 281 KB, PDF document

    Embargo ends: 1/12/22

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Blending learning provision for higher education: Planning future professional development

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)peer-review

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Abstract

A contemporary challenge for education is to develop sustained, long-term, effective enactment of teacher practices with current and future digital technologies. Some people, throughout their lives, adapt to technological change; they apply technologies not just for social or leisure purposes, but also to their learning, training, or employment needs. This study explored this issue, gathering evidence from interviewees who have sustained uses of digital technologies for teaching, learning, and training for many years. Findings highlight how individuals in the United Kingdom and Malaysia maintain and apply uses of technologies for teaching and learning, in spite of continuous technological change. An approach to innovation was found to be essential. From these findings, recommendations for future support of teacher professional practice and a radical model for future development are offered.

Bibliographic note

The final publication is available at Springer via http://dx.doi.org/10.1007/978-981-15-4847-5_8