Rights statement: The final publication is available at Springer via http://dx.doi.org/10.1007/978-981-15-4847-5_8
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Final published version
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
}
TY - CHAP
T1 - Blending learning provision for higher education
T2 - Planning future professional development
AU - Passey, Don
AU - Lee, Angela
N1 - The final publication is available at Springer via http://dx.doi.org/10.1007/978-981-15-4847-5_8
PY - 2020/12/1
Y1 - 2020/12/1
N2 - 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.
AB - 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.
KW - technology innovation
KW - sustained technology uses
KW - teacher professional development
KW - workplace learning
KW - professional development model
U2 - 10.1007/978-981-15-4847-5_8
DO - 10.1007/978-981-15-4847-5_8
M3 - Chapter (peer-reviewed)
SN - 9789811548468
SP - 101
EP - 116
BT - Teaching Learning and New Technologies in Higher Education
A2 - Varghese, N.V.
A2 - Mandal, Sayantan
PB - Springer
CY - Singapore
ER -