Abstract:

Research has demonstrated the impact of embedding technologies in teaching in higher education (HE) including accessibility, flexibility, inclusion and enhanced understanding all leading to an improved student experience. However, research has also noted the sporadic implementation of technologies in HE and the reluctance of some staff to engage with them. In a previous study (Oakley & McCabe, 2018) the researchers became aware of negative perceptions and reluctance of some staff to engage with EdTech. As a result of these findings follow-on study was designed. This study employed a mixed methods design to explore staff use and perceptions of technologies in HE. An online survey was used to collect quantitative and qualitative data from staff in relation to their use of podcasts, screencasts and student response systems. The survey was given ethical approval by Manchester Metropolitan University. The link to the survey was distributed via academic social media sites, within the authors institutions and via twitter. It was open from February 2018 to October 2019 and 37 HE staff from across a range of subject disciplines within the UK completed it. The responses were analysed using descriptive statistics and thematic analysis (Braun and Clarke, 2006) to identify the key messages given by participants.

The findings of this study demonstrated both barriers and benefits to staff in embedding technologies in their teaching. Barriers have been previously presented, these include a lack of training, negative perceptions of the impact of technologies on teaching quality and experience and personal competency and confidence concerns. This paper will focus on the benefits staff identified including effective positive modelling by colleagues, time-saving and the impact upon student engagement and progression. The results of the study importantly suggest methods of addressing current barriers to staff use of technology in teaching through peer support and modelling and emphasising messages about the impact of embedding technology on student satisfaction. The paper will also critically reflect upon the implementation of the teaching excellence framework in UK HE establishments and the impact of this upon staff perceptions of embedding of technologies.

Keywords:

Education technology, podcasts, screencasts, student response systems.