Selected Student and Tutor Perceptions of ICTs in Further and Higher Education in England

Autor/in	Ingleby, Ewan
Titel	Selected Student and Tutor Perceptions of ICTs in Further and Higher Education in England
Quelle	In: Journal of Further and Higher Education, 38 (2014) 3, S.287-304 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2013.858677
Schlagwörter	Foreign Countries; Higher Education; Adult Education; Student Attitudes; Teacher Attitudes; Educational Technology; Technology Integration; Technology Uses in Education; Questionnaires; Focus Groups; Learning Experience; Skill Analysis; Educational Needs; Student Surveys; Teacher Surveys; Adult Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schülerverhalten; Lehrerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Lernerfahrung; Educational need; Bildungsbedarf; Schülerbefragung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin
Abstract	By 2008 a total of 87,339 students were studying on foundation degrees in the UK (Foundation Degree Forward 2009). This article reports on the views of selected students and academic tutors regarding ICTs (Information Communication Technologies) associated with the Early Years Sector Endorsed Foundation Degree (EYSEFD) in England. The students study part time at five further education (FE) colleges working in partnership with a UK higher education institution (HEI). The research project has gathered data on the views of students and programme tutors about ICTs since October 2009. Data has been gathered through questionnaires with students and focus group discussions with selected students and tutors about the perception of ICTs. A main finding is that the students in this study associate ICTs with computers and software whereas their academic tutors focus on the wider pedagogical learning associated with technology. The article discusses some of the debates that surround pedagogical practice and ICTs in further and higher education. The students' association of computers and pedagogical best practice appears to reiterate current neoliberal educational values as opposed to reflecting the learning goals of their academic programme. This article presents the findings of this study and the conclusions that are drawn will be of relevance to those involved in the delivery and development of higher education in further education contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10