Increasing Student Voice and Empowerment through Technology: Not Just Listening to the Voice of the Learner but Using Their Digital Capabilities to Benefit a Whole College Community

Autor/inn/en	Browne, Liz; Millar, Deborah Kellsey
Titel	Increasing Student Voice and Empowerment through Technology: Not Just Listening to the Voice of the Learner but Using Their Digital Capabilities to Benefit a Whole College Community
Quelle	In: Journal of Further and Higher Education, 43 (2019) 10, S.1433-1443 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2018.1491956
Schlagwörter	Student Empowerment; Technological Literacy; Student Attitudes; Adult Education; Foreign Countries; Economically Disadvantaged; Minority Group Students; Electronic Learning; Organizational Change; Technology Uses in Education; Participative Decision Making; Skill Development; Vocational Education; College Students; Teacher Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Studienberechtigung; Technisches Wissen; Schülerverhalten; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Organisationswandel; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Ausbildung; Berufsbildung; Collegestudent; Lehrerausbildung; Lehrerbildung
Abstract	Perceived as fostering democracy in educational institutions, approaches which encourage student voice are being promoted as supporting greater social equalities and strengthening students' commitment to their learning. Using student voice as a theme, research funded by Jisc set out to hear learner views and explore their digital preferences when learning in a vocational context. The aim of this research was to enhance digital student practice by exploring how learners experience, use, and wish to work in, a technology-rich environment. A literature review was undertaken to inform the research findings. This article focuses on innovative practice, discovered by serendipity, that went beyond the tenets usually described in the literature on student voice. Using a case study approach this article reports on work underway in one FE institution where students have been appointed as 'Digi-Pals' and given a key role to embed the use of digital 25 technologies into student and staff practice. Two theoretical lenses, one focused on technology and the other on student voice, are applied to explore innovative practice. The community of Digi-Pal practice is described and recommendations made for further adoption across the FE and Skills sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01