The Pedagogical Implications of Implementing New Technologies to Enhance Student Engagement and Learning Outcomes

Alison Sammel, Katie Weir, Christopher Klopper

School of Education and Professional Studies, Griffith University, Queensland, Australia.

DOI: 10.4236/ce.2014.52017                

Abstract

This paper reports the findings of research conducted by three teacher educators about the effects on teaching and learning from implementing a variety of digital technologies in their undergraduate courses. The aim of this study was to assess the degree to which certain university supported digital technologies assisted in promoting student engagement and participation in collaborative learning. The data are based on the semester long experiences of the three lecturers and their students. From this data emerged an holistic picture that highlights which of the implemented digital technologies constrains or enables particular pedagogical aspects such as communication of course requirements; student engagement, meaningful formative feedback; and deep connections between course elements. This picture assisted the authors in generating a matrix for implementing certain digital technologies that cater for diverse learning styles, and diversely experience an interest in using technology. The theoretical framework for building the matrix is based on Collins, Brown and Newman’s (1990) Cognitive Apprenticeship Model. It is also underpinned by the suggestions that as “teachers” we too often overlook whether or not our students have the requisite skills to engage with technologies because of tacit assumptions about how this generation of students wants to learn. Likewise, the same can be said of those who provide professional development sessions for staff who are learning how to use new technologies and who often appear to make similar assumptions.

Keywords

Digital Technologies; Online Education; Pre-Service Teacher Education

Conflicts of Interest

The authors declare no conflicts of interest.

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