TEL Leadership: Recognising the central role of the teacher in implementing change

A skills profile of Further Education and Training (FET) staff in Ireland in 2016 concluded that ‘by far the most commonly-articulated development need across the sector as a whole related to the effective use of... [ view full abstract ]

A skills profile of Further Education and Training (FET) staff in Ireland in 2016 concluded that ‘by far the most commonly-articulated development need across the sector as a whole related to the effective use of technology’ (SOLAS, 2016). The identification of this development need occurs at a time of fundamental reform of the sector, and with a policy context and pervasive discourse, which promotes the increased use of technology for teaching and learning. The National Strategy for Technology Enhanced Learning in Further Education and Training (SOLAS, 2016) positions TEL as a central policy pillar of FET in Ireland.

Whilst there is much evidence that technology can bring significant benefits to education (Reed, 2014, Henderson et al., 2015, Mikusa, 2015, Shoffner, 2009), recent contributions have also highlighted how a pro-technology policy discourse, together with an over-simplistic view of the use of technology in education may be counter-productive to the effective use of technology in education, in that pedagogical and contextual considerations may be ignored (Bayne, 2015, Kirkwood and Price, 2014).   

In 2017, Limerick and Clare ETB Further Education and Training Division published a TEL Action Plan (2017 - 2020) which set out a pathway to ensure that FET programmes and services are supported to use existing, new and emerging technologies to deliver the highest quality learning opportunities. In this paper, I will detail an organisational strategic approach which emphasises the central role of the teacher in implementing change with an emphasis on reflective practice and contextualised evaluation of technologies, rather than an assumption that technology in and of itself automatically enhances learning.

I will present the findings from a themed analysis of semi-structured interviews conducted with teachers focused on shining a light on the current practices and attitudes with regard to Technology Enhanced Learning. I will highlight the key lessons for policy makers, leaders and those involved in the design and delivery of TEL professional development programmes. I will argue for a new dialogue which empowers teachers and learners with the tools to choose, use and lose technology appropriate to their specific needs and circumstances.