Exploring the impact of Technology Enhanced Learning; A Gender Specific Case Study.

Research output: Contribution to conferencePoster

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Abstract

In this study the preliminary findings from the first phase of a larger scale research project are presented. The work, designed to explore the potential utilisation of technology as a tool to enhance the attainment of male undergraduate students, is set within the context of Initial Teacher Education (ITE). Specifically the study seeks to discover what, if any, influence the adoption of learning technology has made in relation to increasing the engagement, and subsequently enhancing positively the attainment of male trainee teachers. Framed epistemologically within a social practice lens, constructivist grounded theory methodology has been chosen as the preliminary research collection and data analysis tool because its concurrent data gathering and analysis approach allows outcomes from each phase of the programme to set the purpose and direction of subsequent phases. During the initial phase data was gathered through an electronic survey, which was then followed up via a series of semi-structured interviews. Empirically grounded data was used to elicit stakeholder viewpoints, and emergent findings are discussed specifically in relation to the reflections, views and perceptions of recently and newly qualified male teacher’s. Emergent findings indicate that that for these teacher’s, the impact of engagement with learning technology, through lecture and seminar delivery increased their attainment. Participants also reported that as a direct result of their introduction to the innovative use of technology as a powerful tool for learning, using it to support the planning and delivery of lessons whilst on professional teaching practice subsequently also had an affirmative impact on their ability to secure employment.
Original languageEnglish
Publication statusPublished - 5 Jun 2015
EventSOLSTICE & Centre for Learning & Teaching (CLT) Conference - Edge Hill University, Ormskirk, United Kingdom
Duration: 4 Jun 20155 Jun 2015

Conference

ConferenceSOLSTICE & Centre for Learning & Teaching (CLT) Conference
CountryUnited Kingdom
CityOrmskirk
Period4/06/155/06/15

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  • Research Output

    Humanising the design and technology curriculum: Why technology education makes us human

    McLain, M., Irving-Bell, D., Wooff, D. & Morrison-Love, D., 1 Jul 2019, In : Design and Technology Education: An International Journal. 24, 2, p. 8-19 12 p.

    Research output: Contribution to journalArticle

    Open Access
    File
  • Exploring Augmented Reality

    Bell, D. & Jones, R., 2013, In : D&T Practice: The Design and Technology Publication for the Profession. 1, p. 15-17

    Research output: Contribution to journalArticle

    File
  • The (Continuing) Gender Debate

    Bell, D., Hughes, C. & Owen-Jackson, G., 2013, Debates in Design and Technology Education. Owen-Jackson, G. (ed.). Oxfordshire: Routledge, p. 153-166 (Debates in Subject Teaching).

    Research output: Chapter in Book/Report/Conference proceedingChapter

  • Cite this

    Bell, D. (2015). Exploring the impact of Technology Enhanced Learning; A Gender Specific Case Study.. Poster session presented at SOLSTICE & Centre for Learning & Teaching (CLT) Conference, Ormskirk, United Kingdom. https://www.edgehill.ac.uk/solstice/conference/conference-2015/2015-proposals/