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Technology-enhanced learning and the COVID 19 pandemic: Teaching and learning in a time of disruption

Gordon, R., Cumming-Potvin, W.ORCID: 0000-0002-4961-9379 and Chapman, S. (2022) Technology-enhanced learning and the COVID 19 pandemic: Teaching and learning in a time of disruption. In: 37th Annual Research Forum. Western Australian Institute for Educational Research (WAIER), 6 August 2022, University of Notre Dame, Fremantle.

Abstract

Over the past twenty years, change in secondary education has been driven primarily by the relentless march of technology. More recently though, through the global disruption of the COVID 19 pandemic, a landscape of further learning opportunities has been unveiled. Based on a small-scale study, this presentation explores how teacher beliefs and perceptions, the online pandemic teaching response and other sociocultural factors influenced digital technology use in Western Australian secondary English classrooms. The study explored the space where technology-enhanced learning (TEL), multiliteracies and post-digital education intersect to both unsettle and stabilise. Findings suggest that during the COVID-19 emergency response, teacher agency may have increased and TEL may have accelerated. Further, English department cultures play a critical role for TEL in secondary English classrooms. While nuanced stakeholder discussions are recommended to leverage digital devices to support disengaged students, teaching healthy digital habits and self-regulation are necessary to combat habitual problematic use. This study strengthens the idea that technology profoundly changes society, individuals and the education of young people in the twenty-first century. Consequently, TEL provides an opportunity to reconceptualise education and curriculum in a relevant, safe, and positive way.

Item Type: Conference Item
Murdoch Affiliation(s): Education
Conference Website: https://www.waier.org.au/annual-forum/
URI: http://researchrepository.murdoch.edu.au/id/eprint/66192
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