PGCE Unit 9 Independent Study – Task 2 Literature Review

Sarah Whitfield

Digital technologies are changing the future of teaching and

learning. It is providing teachers and learners with alternative
opportunities for collaboration, creativity and exploration.
Computers, digital cameras, electronic whiteboards and the Internet
are some of the technologies increasingly used alongside existing
teaching practice. As the Government continues to push e-learning
to be integrated as part of everyday teaching, practitioners must be
aware of how and when to integrate e-learning to the best
advantage of the learners.

The main aim of this investigation is to look at if and how

integrating these new technologies can be of benefit in enhancing
the learners experience, motivation and achievement.

What is e-learning.

The term e-learning is defined by The Joint Information Systems

Committee (JISC) as ‘learning facilitated and supported through the
use of information and communications technology’ (2004: 10). It
covers a range of methods from the use of virtual learning
environments to blended learning.

Since 1998 the government has invested large amounts of money

for the inclusion of information and learning technology (ILT) in the
further education sector. The publication of Harnessing Technology
(DfES, 2004) is the government’s e-strategy for pre-school to
university level for the following five years. The main priority in this
report is to personalise learning, giving all learners the opportunity
to direct their own learning specific for their individual needs. The
report claims this will happen by integrating effective use of
interactive technologies. ‘We need better digital resources more
widely available and more flexible learning packages that teachers

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can adapt to their learners’ needs’ (2004: 6).

There are four main objectives for the future developments in the
Harnessing Technology report. Transform teaching and learning
through shared ideas and online help. Engage ‘hard to reach’
learners offering more choice. Create an open accessible system of
information and collaboration.

Learning preferences, needs, motivations and abilities of students

create learning and pedagogy that is more flexible and negotiated.
It is ICT that is to underpin this personalisation.

Personalised learning

Student centred approaches to learning is one of the main focuses

in current pedagogy. Charles Clarke (John and Wheeler, 2008:26)
the secretary of State for Education claims ICT transforms education
and the way children learn. ‘Every child matters and I want a system
of personalised learning that allows each of them to learn at their
own pace, in ways that suit them best’

BECTA (2007) have the view that ICT is integral to support

personalised learning. They claim the key elements of
personalisation as ‘inclusion; choice and preference; engagement
and participation; responsiveness; flexibility; tailored and adaptable;
and independence’.

JISC (2004) suggest using e-learning to negotiate learning goals

gives learners increases choice over pathways of learning. The focus
of control moves towards the learner. Learners control the pace and
place of learning, extended learning and opportunities for
differentiation are made possible.

What is the role of new technology in personalised learning?

In the Harnessing Technology report the aim for post 16 students is

to provide personal lifelong learning records that can be accessed

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by students, tutors and parents. It will contain course information
that has been completed and qualifications achieved. This
personalised digital space will also link to other resources specific to
the individual interests alerting them to other opportunities. E-
portfolios are an example of this, they move between different
institutions where individuals can take responsibility to update their
own information. The report also aims to mix formal classes with
online teaching enabling students to manage their own learning at
their own pace. E-assessment will also allow for checking own
progress so all students can direct and respond to their own
learning.

Examples of the use of technology for personalised learning

Case study from North Trafford College – Managing your learning

(JISC).

Students attended a gas engineer training course one day a week,

they had to progress at the same pace but some needed additional
time to study theoretical concepts. Additional materials were set up
on a VLE including handouts, videos, practice assessments and
discussion boards. This enables students to prepare for the following
weeks discussions and take mock examinations in their own time
and pace. Feedback is automatic giving further explanation and
provides links to further reading and investigation. The integration
of e-learning has enables the tutors to dedicate more one to one
teaching in the taught session time and can support individual
learners through the use of differentiated resources.

Collaborative learning

In the Effective E-learning Through Collaboration article it highlights

many of the benefits of e-learning. Social and collaborative
interaction through technology is regarded as having the strongest

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impact on the learning experience. It states learning is most
effective when students actively construct knowledge though group
social interaction and collaboration. Lev Vgotoskys social
constructivist theories are cited as the foundation of this pedagogy.
Tinzmann (in John and Wheeler, 2008: 40) believe the act of
students voicing and defending their ideas will deepen their
understanding. Johnson and Johnson (in John and Wheeler, 2008:
40) have found that collaborative work between peers will benefit all
learners and is not dependant on their abilities.

Wheeler states ‘Collaborative learning can enhance knowledge

acquisition, when coupled with the use of digital technology, it can
aid in the generation of creative thought processes’ (in John and
Wheeler, 2008: 38)

Digital technology can support collaborative learning. Wheeler also

suggests the use of shared electronic space can help students
explore and learn together. In the Schoolforge article it is claimed
the use of ICT enables students and educators to create and publish
their own content sharing the construction of knowledge and
meanings. The article mentions how technology can act as a
levelling force enabling collaborative work as equals. Individuals can
also contribute at different times giving flexibility in timing and
physical location.

How technology enables effective collaborative learning

A major new development on the Internet is Web 2.0, also referred
to as read/write web, this has changed the way people use the web.
Elliot (2009) states this advancement alters the user being passive
consumers to being active in participation and collaboration. Many
free web tools such as YouTube, Wikis and Facebook can provide
this platform of collaboration making learning a social experience
giving ownership and individual voice. Social bookmarking such as
Delicious and Digg can be used to form group resources.

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Virtual Learning Environment
This is part of the college system where learners and tutors can
participate in online interaction. This can be through group
discussion, access to resources, assessment and tracking progress.
Chris Hill (2008: 45) describes how he used a VLE to do assessment
tasks, included built in study tools such as a calendar and progress
record. Student queries were answered quickly via email and
students not responding were contacted to check progress.

Conclusion

Keeping the emphasis on learning and not on technology is a point

that has been raised in much of the literature researched.

‘Whatever the technology, however, learning is the vital element. E-

learning is no longer simply associated with distance or remote
learning, but forms part of a conscious choice of the best and most
appropriate ways of promoting effective learning.’ (JISC: 10)

Chris Hill (2008) advises e-learning is best regarded as another tool

for delivering learning. Selecting the right tool for a particular
aspect of teaching and learning may or may not be as e-learning.

Challenges

Practitioners will need to develop new skills to teach using

technology and also reassess the existing pedagogy’s employed.
For many current practitioners they have not grownup using
technology in the same way as the students they teach. This means
they must move away from their own experiences as learners.
Knowing when to use e-learning with existing practice is also an
area where many teachers feel they do not know the effectiveness
of using new methods and approaches.

There is a danger if e-learning and technology is not used with

careful planning students may find they become isolated working

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alone in front of a computer without discussion and interaction with
peers and staff.

Evidence of positive effect of e-learning use

The main aim of this research is to discover if there is any benefit

for the learners in integrating e-learning along existing practice.
The case studies from JISC have highlighted some of the potential
benefits of technology in learning. This is put into six main areas as
follows.

1. Connectivity – Access to information on a global scale.

2. Flexibility – Learning can take place any time, any place.

Colleges are expected to remove barriers to learning for all
students. The use of e-learning can increase accessibility of most
courses. This can be by providing content in different formats, being
able to provide content away from the college environment.

3. Interactivity – assessment of learning can be immediate and

autonomous.

Technology gives students the opportunity to make their own

decisions about their progression of learning.

4. Collaboration – use of discussion tools can support collaborative

learning beyond the classroom.
The use of technology enables students to explore and construct
their own knowledge. This collaboration and exchange of knowledge
and skills can be beyond the influence of the teacher. Control of
individual learning is more in the hands of the learner.

5. Extended opportunities – e-content can reinforce and extend

classroom based learning.

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Learners can learn at their own pace, they control the rate of
working and can revisit sections again.

6. Motivation – multimedia resources can make learning fun.

Graphics, video, audio, user input and output create an environment
where students can be more engaged and stimulated by e-learning.
More learning is likely to take place if more senses are used
according to Chris Hill (2008).

Learners can choose activities and format the presentation to suit

their learning style. Offering choice of how to work through tasks
can increase motivation for the learner to progress and achieve.

Adapting existing teaching practice to integrate technology offers

opportunities for more students to achieve more. The technology, if
used with careful planning, can increase motivation by giving
choices of delivery, interaction and more autonomy in self
assessment and directing the pace and direction of learning. Elliott
(2009) asks if traditional methods of teaching and learning need to
adapt to the changing learning environments and suggests the role
of the teacher as content provider will become redundant in an
information online community. Practitioners will need to adapt their
role to accommodate these changes and reassess pedagogies used.