Resumen de ‘This wouldn’t happen if you were using pen and Ink’: an exploration of barriers to engaging with learning technology in HE
L. Oakley-Brown, Kira O. McCabe
In September 2018 the UKs joint minister for Higher Education Sam Gyimah urged all universitiesto provide ‘the best possible education experience – one in which digital technology is fully integrated’(JISC, 2018:3). At a broader level most institutions embrace digital technology, one example of this is thecommon use of virtual learning environments in the HE sector. However, despite universities adoptingsuch platforms, individual academics do not always choose to engage with digital technologiesresulting in inequalities of experience for learners.Encouraging academics to engage with emergent educational technologies (EDtech) is critical inensuring a contemporary and inclusive learning experience. However, in reality there are many barriersthat academics face when deciding to integrate such technologies in their practice.In September the JISC ‘Digital Insights survey’ suggested that ‘Students are frustrated whenteaching staff don’t use digital systems competently, especially when this wastes time or reducesaccess to course materials’ (JISC, 2018:13) fuelling debates around the importance of academics use oftechnology. Previous studies have highlighted some barriers to academics use of technology, howeverfurther work is needed to investigate motivations for academic staff to develop their practice in relationto using E-learning technologies and whether training and mentoring opportunities have an impact onthis process.This paper presents the findings of a research study, which evaluates the motivations, practicesand outcomes of using technologies such as screen casting, podcasting and student responsesystems in Higher Education. The study draws upon research with academics and practitionersteaching in the Higher Education Sector. The findings suggest that many academics choose to embedtechnologies to enhance the student learning experience and this is often derived from their owninterest in technology and the observation of others. Many academics identify the use of Edtech asa catalyst for student engagement, which in turn has a positive impact upon the student experience.Barriers to the implementation of Edtech for academics included time needed for training, lack oftraining and possible negative impact on student learning. Overall, the study concludes that in orderto support and motivate staff, institutional, personal and perceptual barriers to the use of Etech needto be addressed.
