"Transmissive teaching beliefs permeate the sector and often determine the teaching context. Even the most reformed and innovative teacher can be constrained by the departmental or institutional context... This is often evident in professional development programmes that institutions adopt that focus primarily on teaching ‘how to’ approaches with technologies as opposed to engaging activities that support teachers to reflect on and reconsider their deeply held beliefs about teaching."
Missing: evidence of a scholarly approach to teaching and learning with technology in higher education. (2013) Teaching in Higher Education, 18:3, 327-337
As technology is increasingly being used for teaching and learning in higher education, it is important to scrutinise what tangible educational gains are being attained. Are claims about technology transforming learning and teaching in higher education borne out by actual practices? This paper draws upon a critical analysis of recent research literature concerning Technology Enhanced Learning (TEL). It argues that few published accounts of TEL practices show evidence of a scholarly approach to university teaching. Frequently, TEL interventions appear to be technology-led rather than responding to identified teaching and learning issues. The crucial role of teachers’ differing conceptions of teaching and of the purpose of professional development activities is often ignored. We argue that developing a more scholarly approach among university teachers is more essential than providing technical training if practices are to be improved to maximise the effectiveness of TEL.