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April 04, 2013 12:48 AM PDT

Biographical Information:

Dr. Linda Price is a Senior Lecturer in Educational Technology at the Open University, UK, where she has been researching and promoting pedagogically-driven uses of technology in higher education for more than 17 years. She fosters academic practice that promotes student-centered learning and engenders scholarly approaches to teaching and learning with technology. Linda coordinates staff development activities, underpinned by her research, and has led workshops in the UK and abroad. Through her work with the Carnegie Academy for the Scholarship of Teaching and Learning (USA) she has promoted scholarly policies and practices both at the Open University and at other institutions. Her recent research focuses on academics’ conceptions of and approaches to teaching and learning with technology. Linda is also a visiting researcher at Lund University in Sweden investigating and developing models of scholarly practices using technology in learning and teaching. l.price@open.ac.uk or http://iet.open.ac.uk/people/l.price

Abstract:

While technology has increasing influence throughout higher education, there is still much to be learned about its effective educational contribution. However many teaching interventions appear to be technology-led rather than responding to identified teaching and learning issues. This technologically deterministic view tends to mask important issues such as our role as educators in the 21st century and what we expect our students to be capable of as graduates in an increasingly global world. University teachers’ views about and approaches to teaching are more influential in the success of a technological application than knowledge about how a specific technology works. Thus developing a scholarly approach to using technology is more essential than technical competence. Fundamental to this is an understanding of teaching and learning. Transforming learning is a complex activity. It requires sophisticated reasoning about the goals and purpose of any intervention and how an educational programme may be designed. So although technology can enable new forms of teaching and learning to take place, it cannot ensure that effective and appropriate learning outcomes are achieved. Instead, we need to reflect on our views about teaching and learning and whether our approach helps students achieve appropriate goals. While technology makes a valuable contribution to supporting student learning, it is not the technology itself that is the agent of change: it is the teacher

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