This document summarizes the findings of interviews and a survey of 26 university teacher training programs regarding their coverage of technology enhanced learning (TEL). The results showed high variability between programs in areas like which department has responsibility for TEL, how trainees learn about technologies, and time spent on TEL instruction. While most programs aimed to meet UKPSF standards, coverage of specific technologies and assessment of TEL use was inconsistent. The implications are that trainees may have unequal preparation to apply technologies, and students' experiences could depend on their instructors' training. Harmonizing TEL requirements across programs could help address these issues.

1. Technology for Learning and
Teaching in the training of
University teachers
Dr Christine P Davies
CPDv Consultancy

2. Rationale
• Much variability in programmes for training of
University teachers – also in TEL? (Technology
Enhanced Learning)
• Many recent HE enhancement activities for
TEL – have these benefitted HE teacher
training?
• What is the impact of inconsistencies in TEL
coverage?

3. Methodology
• Interviews with programme leaders
• Survey using Google forms, first to all Welsh
teacher-training courses, then on SEDA e-mail
list (total of 26 responses)
• Questions covering responsibility for
technology, time taken for instruction, actual
technologies used

4. A range of programme titles!
PGCPD in
Postgraduate HE
Certificate in
CPD
Academic Practice Framework
Postgraduate
Certificate in
Teaching in
Higher Education
Cert
Advanced PGC
Studies in AP Learning &
Teaching

5. Lead Dept for programme
other
Staff Devel
Rest of UK
Wales
Learning & Teaching Centre
Education
0 1 2 3 4 5 6 7 8 9 10

6. Area with responsibility for technology
7
6
5
4
3 Wales
2 Rest of UK
1
0
Lead Dept Trainees' Learning & Staff Devel not integral
for Course Subject Teaching to course
Depts Centre
...what are the implications of these observations?
...what would be the ideal situation?

7. Delivery of technology training
25
20
15
Rest of UK
10 Wales
5
0
Learning Lead department Not sure Not answered
technologists, institution
...how much liaison is there between learning technologists
and Lead Department?

8. How trainees find out about technology
None of these
Trainees’ responsibility
Information from mentor
Mandatory training session
Optional training session
Mandatory module
Optional module
Induction course
0 2 4 6 8 10 12
Wales Rest of UK
...how much responsibility should trainees take for TEL?
...should there be mandatory TEL components?

9. Extent to which technology coverage is linked to teaching subject
9
8
7
6
5
4 Wales
Rest of UK
3
2
1
0
No particular link Definite link Trainees’ Not sure Not answered
(subject dept) responsibility
...are trainees generally responsible for applying
technology in their subjects? Implications?

10. Time Spent specifically on Technology
7
6
5
4
3 Rest of UK
Wales
2
1
0
1-2 hours A few hours 1 -2 days 3+ days No specific Not
time answered
...how much time should be spent on technology?

11. Technologies Covered
Not answered
Not sure
other
Running online /blended courses
Twitter, F.book, forums
Rest of UK
OER, online resources Wales
Online assignments
Pod/screen casting
Blog, wikis
VLE
0 2 4 6 8 10 12 14 16
...which technologies should be covered?

12. Assessment of the use of Technology
7
6
5
4
3 Wales
Rest of UK
2
1
0
Essential component Expected in teaching Acknowledged in Not answered
observations, not assignments but not
mandatory compulsory
...should the use of technology be assessed?

13. Other points
• Survey may not have adequately reflected
certain programme structures/ practices
• Respondents may have had different
perceptions of technology and its role within
programmes
• All respondents indicated that courses
conformed to new HEA UKPSF - but not
necessarily re. technology requirement

14. Further issues to discuss
1. Are these results reflected in your institution?
2. Why are training programmes for University
teachers so variable with respect to TEL?
3. Is the situation changing?
4. What is the potential impact of inconsistencies
on teaching and learning?
5. What are the best ways of addressing TEL within
training programmes for University teachers?

15. Dr Christine Davies
cpdvconsult@gmail.com
@christinepd
CPDv Consultancy
https://sites.google.com/site/cpdvconsultancy