The Case Of The Curious And The Confident - The Untold Story Of Changing Teacher Attitudes To E-Learning And “Technology In Action” In The FE Sector

Abstract

This paper attempts to highlight findings from the recent LSIS (Learning and Skills Improvement Service)survey into practitioner attitudes to technology. We presented the initial findings of a research projectfunded by LSIS to the Greenwich e-learning conference in July 2011.A number of interesting insights can be identified concerning both the methodology used and the resultsobtained. In terms of the methodology we believe that the more qualitative approach used, which wedescribe as examining ‘technology in action’, can provide deeper systematic insights into practitioneruses of technology for learning, as well as indicating individual practice. Secondly, as a consequence ofthis approach, we have also unearthed some original insights into the use of technology for learning incolleges. Additionally, the almost ‘learning analytics’ approach to gathering survey data (Ecclesfield andSmith, 2011), also allowed us to create individual narratives of professional practice.As a consequence we will discuss the following issues; a new methodological approach using new toolsand survey instruments, a wider ranging curiosity-driven use of technology for learning in the practitioner,highlighting approaches reflecting personal development of practice, which extends the concept of bothstaff and professional development. Overall our findings reflect a new professional confidence in usingtechnology in colleges, which emerges from individual practitioner’s personal curiosity in how technologymight be used to help students learn.