Factors impacting on the integration of digital technology in learning and teaching in educational establishments

Phillips, Noreen (2020) Factors impacting on the integration of digital technology in learning and teaching in educational establishments. MPhil(R) thesis, University of Glasgow.

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Abstract

Digital technology is seen as a way of transforming conventional education. However, this transformation has not happened: digital technology is mainly used to support traditional learning and teaching. In order to transform, digital technology needs to be integrated into pedagogy. I research factors (enablers and inhibitors) that impact the integration of digital technology in learning and teaching in educational establishments.

Interviews were carried out with two sets of people: first, staff including teachers, in two Scottish local authorities who had undertaken professional learning on the implementation of Google G Suite, and second, those who developed and implemented the Scottish Government’s (2016) Digital Learning and Teaching Strategy on Enhancing Learning and Teaching Through the Use of Digital Technology.

The findings indicate that two sets of factors, professional and institutional, impact the implementation of digital technology. The professional sub factors are teacher’s perceptions and attitudes, curriculum and assessment and the impact of professional development on teachers’ digital literacy skills. The institutional sub factors are connectivity, cybersecurity and hardware and ecological issues.

Professional and institutional factors are not mutually exclusive and can be enablers or inhibitors in the integration of digital technology in learning and teaching in educational establishments. This complex picture is best examined through an ecological perspective. The study outlines a series of recommendations to improve the integration, and, therefore, transformation, of digital technology in learning and teaching.

Item Type: Thesis (MPhil(R))
Qualification Level: Masters
Keywords: Digital technology, education, teachers, digital learning and teaching.
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2361 Curriculum
Colleges/Schools: College of Social Sciences > School of Education
Supervisor's Name: Murphy, Dr. Mark
Date of Award: 2020
Depositing User: Dr Noreen Phillips
Unique ID: glathesis:2020-81577
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 13 Aug 2020 15:58
Last Modified: 13 Aug 2020 16:02
URI: http://theses.gla.ac.uk/id/eprint/81577

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