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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gender
teacher
learning
large-scale research
grounded theory
teaching practice
trainee
data analysis
research project
utilization
stakeholder
electronics
planning
methodology
ability
interview
education
student

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.
Bell, Dawne. / 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.
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title = "Exploring the impact of Technology Enhanced Learning; A Gender Specific Case Study.",
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.",
author = "Dawne Bell",
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note = "SOLSTICE & Centre for Learning & Teaching (CLT) Conference ; Conference date: 04-06-2015 Through 05-06-2015",

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Bell, D 2015, 'Exploring the impact of Technology Enhanced Learning; A Gender Specific Case Study.' SOLSTICE & Centre for Learning & Teaching (CLT) Conference, Ormskirk, United Kingdom, 4/06/15 - 5/06/15, .

Exploring the impact of Technology Enhanced Learning; A Gender Specific Case Study. / Bell, Dawne.

2015. Poster session presented at SOLSTICE & Centre for Learning & Teaching (CLT) Conference, Ormskirk, United Kingdom.

Research output: Contribution to conferencePoster

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T1 - Exploring the impact of Technology Enhanced Learning; A Gender Specific Case Study.

AU - Bell, Dawne

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AB - 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.

M3 - Poster

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Bell D. Exploring the impact of Technology Enhanced Learning; A Gender Specific Case Study.. 2015. Poster session presented at SOLSTICE & Centre for Learning & Teaching (CLT) Conference, Ormskirk, United Kingdom.