This document discusses using technology to enhance teaching and learning. It begins by outlining learning outcomes related to evaluating technologies and how they can be used effectively in the curriculum. It then provides quotes about the role of technology in education. The document emphasizes that technology should be purposefully matched to learning outcomes and integrated seamlessly into the curriculum. It provides tips for conscientious design of technology-enhanced activities. Finally, it discusses engaging technologies like polling tools, collaborative spaces, and social media and how to harness learners' existing digital skills.

1. Technologies that engage
and enhance
Sara Hattersley, Centre for Lifelong Learning,
University of Warwick

2. Learning outcomes
To consider the relationship between technology
and pedagogy and how tools can be used most
effectively in a curriculum.
To evaluate a range of technologies which are
freely available and consider ways in which they
might have potential in your work
To consider the importance of learners’ digital
literacies and how they can be harnessed and
enhanced in our teaching.

3. Technology and teaching
“Technology is just a tool.
In terms of getting the kids
working together and
motivating them, the
teacher is most important.”
Bill Gates
“Any teacher that can
be replaced with a
computer, deserves to
be.” David Thornburg
“Teachers need to integrate
technology seamlessly into
the curriculum instead of
viewing it as an add-on, an
afterthought, or an
event.” Heidi-Hayes Jacobs
“We need technology in every
classroom and in every student and
teacher’s hand, because it is the pen
and paper of our time, and it is the
lens through which we experience
much of our world.” David Warlick
Source: http://teachbytes.com/2012/03/01/10-educational-technology-quotes/ Accessed 19/06/15

4. A ‘purposeful match’
Whatever the programme, resources used
(including technology) should be closely
matched to learning outcomes.
We should be conscious and
conscientious when it comes to choosing
technology for learning. This is time-
consuming but gets easier with
experience.

5. ‘Conscientious’ design
Pre-design thinking
• What are you hoping to test?
• Which question type might work? Why?
• What are the pros, cons and likely outcomes,
pedagogically, of the choice of quiz and the settings
you have created?
• What is the impact in terms of learner time and tutor
(marking) time?
• What skills are needed by the learner?
During and post-design
• Build the quiz and reflect on the
process. Does it do what you want
it to do?
• Test the quiz
• How easy is it to see the results?
• What do these results tell you/not
tell you? What might you change?

6. Curriculum design

7. Taking learning further/higher

8. Technology-enhanced learning:
the essentials
Ease of use – ‘intuitive’ to most people; uses learners’ existing
digital literacy practices; WYSIWYG interfaces; good
navigation.
Ease of access – available on an accessible platform;
accessible via a number of devices; ‘supported’; enduring;
timely; supports enabling technology; quick routes in.
Purposefulness – relationship to wider curriculum and
assessment. Clear, shared rationale.
Management – timelines, tasks, inter-dependence, deadlines
etc. as appropriate to the learning outcome and tool.
Notifications and alert systems. Learner V tutor control?
Dialogue and feedback – the facility for human engagement.

9. Engaging technologies for
teaching and learning
‘Responseware’, polling and quizzes (and ‘gamification’)
Poll everywhere, Nearpod, Socrative, Quizlet, Kahoot
Problem-based learning/task-based learning Wiki
spaces, Moodle, Webquest, forums, Google docs, Open
IDEO
Curating and collaborative spaces Mahara, Trello,
Pearltrees, Padlet, Evernote
Podcast and screencast Voice Thread, Show Me, Vimeo,
PresentMe, YouTube, JING
Social media Twitter, Facebook, Instagram, Yik Yak

10. Learners’ Digital Literacies

11. Using learners’ digital literacies

12. More information
To see materials from this workshop and to
continue the collaborative work from the
session:
http://bit.ly/1HjwL3C
Any questions?
S.Hattersley@warwick.ac.uk