Tech-tonic shifts and subtle swings – embedding technology in practice

The imperative to improve the quality of student learning through the integration of digital technologies into practice features prominently in recent national and international policy and strategy documents.  A key element... [ view full abstract ]

The imperative to improve the quality of student learning through the integration of digital technologies into practice features prominently in recent national and international policy and strategy documents.  A key element of the MA in Learning and Teaching (MALT) at Dundalk Institute of Technology, recently recognised nationally for its role in facilitating systemic cultural change, is the embedding of such technology-supported practices.

The MALT programme’s second module, which has been taken by over 100 academic staff, focuses in particular on digital technologies.  Crucially however, it is preceded by a module in which colleagues reflect on and evaluate their practice in the light of student-centred principles.  It is in this first module that many colleagues report a shift in thinking on their practice.  Here, too, they experience technology from a student perspective, giving them an insight into the experiences of their own students.  In the second module, Enhancing Learning through Technology, they critically evaluate technology tools from a teacher perspective, identifying those which might act as the catalyst in helping realise the student-centred approaches encountered previously.

This paper reflects on the impact of this module.  Unsurprisingly, this is not the same for all colleagues who participate.  However, a recent survey suggests that technology is now an integral part of institute practice, with an increasing number of colleagues using a wider range of tools.  In addition, the confidence and competence of colleagues in relation to technology is evidenced in the increasing numbers who are involved in technology-related projects and share their experiences locally, nationally and internationally.  The paper will also outline the approaches taken to ensure alignment and coherence between this and other practice-focused modules on the MALT programme.  It may be of interest to those involved in or considering continuing professional development to embed digital technologies in practice. 

Keywords: Continuing professional development, technology integration, student-centred, systemic change