Developing confidence in the use of digital tools

1. Developing confidence in
the use of digital tools in
teaching.
Dr S.L.Greener & C. Wakefield
University of Brighton, Brighton, UK
S.L.Greener@brighton.ac.uk
C.Wakefield@brighton.ac.uk

2. The pace of learning for teachers
and developers must increase
 Conole et al (2008) highlight i) students’ specific expectations
for the internet as a first access point for information, and for all
involved in the learning process to ii) access up-to-date
information and iii) be able to communicate on demand.
 Weller (2011) ‘digital scholars’ are using technology for all forms
of research and retrieval of information, communication, data
processing and manipulation, storage and analysis
 Institutional strategies for fostering “learning agility” must be
found (De Meuse et al 2010, Greener, 2012a), enabling
academics to explore and develop the willingness and ability to
learn new competencies in digital education and scholarship
(Lombardo and Eichinger, 2000, p. 323, Vincent 2008).

3. An attempt to trigger change
“Evidence indicates that funding practical interventions
that enhance the general student and staff experience
…can have an impact on enrolment, retention and student
satisfaction. These also lead to increased integration of
institutional IT and administration systems.” (JISC
Transforming Curriculum Delivery through Technology
2011 p6).

4.  Uses Google Android platform
STAGE ONE
The incentive….NEXUS 7 tablet
“Thin, light and portable.
Pocket-sized and powerful.
At only 12 oz, Nexus 7 boasts all the
premium features you need on the go,
including a compact but crystal clear HD
display, 1.2 megapixel camera, and both
WiFi and bluetooth connectivity.
A no compromise Android tablet.
With the latest version of Android, a
stunning 7-inch display, powerful quad-
core processor, up to 10 hours of web
browsing or e-reading, and a staggering
300 hours of standby time, Nexus 7 was
built for top of the line grab-and-go
performance.”

5.  Tablet is ON LOAN to you, owned by Hastings campus
 You need to commit to use Sharepoint for your files and
Blackboard Mobile Learn (ie studentcentral on mobile device)
 Monitored use of the above
 End October – if not using, need to return to kit room for
someone else to use it.
 Will need to respond to evaluation survey twice during this
period (end August and early October)
The strings….

6. RESULTS STAGE ONE
 Student focus group produced strongly positive and negative
views – variation in use of learning technologies, and little
consistent understanding in student body of how to employ
digital technologies for learning
 But uni students 40% more likely to own smartphones than
the general population (UK study 2012)
 Students anticipated greater use of learning technologies at
uni over next five years
 They felt technologies could help their learning by:
 Enabling better communication with and learning from teachers
 Getting prompt and detailed feedback
 Helping them put learning into context

7. STAGE TWO
Survey staff during project
 Aim – to assess the impact of tablets on digital engagement,
attitudes to mobile devices for teaching and learning
 Majority of staff were regularly online, over half would spend
“spare time” at work online
 E-submission and online reading lists are an institutional
expectation, so these were used, but other technologies on
offer much less so (eportfolios, quizzes, mobile polling etc)
 Mixed views of Nexus – largely due to confidence where staff
had little tech experience, or limitations where staff were
used to iOS devices
 Low uptake of Sharepoint - training had not met the need
 Mixed attitudes re allowing learners to use mobile devices in
class

8. STAGE THREE
semi-structured interviews with
staff
Key issues from the study:
 Using mobile technology in the classroom – a balancing act
between disruption and enhancement of learning
 Attitudes to compulsory and non-compulsory technologies –
staff at a point of change, torn between traditional lecturing and
technology assisted teaching
 Barriers to learning new technologies – learning technologists
tend to show and tell, failing to show the pedagogical need; also
staff don’t want to make mistakes in front of their audience
 Staff tended to favour the Nexus for productivity, not creating
learning /teaching material

9. Biggest challenge - fear of
something not working

10. Distraction of mobiles in class?

11. If I don’t immediately see the
usefulness of it – I’m half-hearted

12. CONCLUSIONS
 Project was part of shifting the use of learning technologies
from the technically “literate” and innovative staff to a culture
of accessibility for all staff to use
 Some staff improved digital confidence
 The major barrier proved to be getting across the
pedagogical reasoning and methodology for using mobile
technology
 Rationalise mobile learning technology, support teaching staff
and keep making the pedagogic case – sheer enthusiasm
will not do

13. REFERENCES
 Conole, G; De Laat, M.; Dillon, T. and Darby, J. (2008).
'Disruptive technologies', 'pedagogical innovation':
What's new? Findings from an in-depth study of
students' use and perception of technology. Computers
and Education, Vol. 50 No. 2, pp 511–524.

 De Meuse, K. P.; Dai, G. and Hallenbeck, G. S. (2010)
“Learning Agility: A Construct Whose Time Has Come.”
Consulting Psychology Journal: Practice and Research.
Vol. 62 No. 2 pp 119–130.

 Greener, S. (2012a) Editorial: Learning and Teaching
Agility. Interactive Learning Environments.
Routledge. Vol. 20 No. 5 October 2012. pp 1-3

 Greener, S.L. (2012b) “How are Web 2.0 Technologies
Affecting Academic Roles in Higher Education? A View
from the Literature”. Proceedings of the 11th European
Conference on e-learning (ECEL2012) Groningen,
Netherlands 26-27th October 2012

 Lombardo, M.M. and Eichinger, R.W. (2000), “High
potentials as high learners”, Human Resource
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
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 UCAS (2012) “Eight out of ten fresher’s have
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 Vincent, L. (2008) Differentiating competence, capability
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 Weller, M. (2011) The Digital Scholar Bloomsbury
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