TY - JOUR
T1 - Will computers blow up the school: or is our digital wisdom evolving?
AU - Hobley, Janet
N1 - The author has over 20 years as a Further Education (FE) teacher, teaching various science subjects to a range of levels. Since 1994 she has been involved in post compulsory teacher education and quality in both FE and Higher Education. Research interests lie in the concept of vocational pedagogy, Practice architectures and the use of technology as a tool for learning. Since the educational lockdowns over the past year, she has especial interest in teacher Technological and Pedagogical Content Knowledge (TPACK) and ‘digital wisdom’.
PY - 2022/3/3
Y1 - 2022/3/3
N2 - Following the unexpected lockdown of education in March 2020 and again in February 2021, this research looks at the subsequent online learning that took place during the second lockdown at a vocational further education college located in the south of England. These online sessions used Google Meet as a forum and teachers at the college suddenly had to adapt their planned teaching to suit this new environment, Observation data was collected using an assessment tool consisting of 11 criteria with which to assess these sessions. This was followed up with teacher self-assessment using the same criteria and students surveyed for their perspective after the lockdown had finished in March. The data shows some discrepancy between what the observer 'saw' and what the teachers thought about their own TPACK levels in terms of outcomes and the student data indicates that online learning was 'unengaging' in terms of activities. The conclusion looks to the concept of digital wisdom as a means of using technology as a meaningful learning tool rather than as simply a different way to cover content in the light of the changes to curriculum delivery.
AB - Following the unexpected lockdown of education in March 2020 and again in February 2021, this research looks at the subsequent online learning that took place during the second lockdown at a vocational further education college located in the south of England. These online sessions used Google Meet as a forum and teachers at the college suddenly had to adapt their planned teaching to suit this new environment, Observation data was collected using an assessment tool consisting of 11 criteria with which to assess these sessions. This was followed up with teacher self-assessment using the same criteria and students surveyed for their perspective after the lockdown had finished in March. The data shows some discrepancy between what the observer 'saw' and what the teachers thought about their own TPACK levels in terms of outcomes and the student data indicates that online learning was 'unengaging' in terms of activities. The conclusion looks to the concept of digital wisdom as a means of using technology as a meaningful learning tool rather than as simply a different way to cover content in the light of the changes to curriculum delivery.
KW - digital wisdom
KW - technological and pedagogical content knowledge
KW - Technological and Pedagogical Content Knowledge (TPACK)
KW - Pedagogical Content Knowledge (PCK) Content Knowledge (CK) and digital wisdom
UR - https://www.tandfonline.com/doi/full/10.1080/13596748.2021.2011515
UR - http://www.scopus.com/inward/record.url?scp=85127036269&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/1ae39a34-b5ca-35d0-b2eb-bacffad7f12f/
U2 - 10.1080/13596748.2021.2011515
DO - 10.1080/13596748.2021.2011515
M3 - Article
VL - 27
SP - 128
EP - 147
JO - Research in Post-Compulsory Education
JF - Research in Post-Compulsory Education
SN - 1359-6748
IS - 1
ER -