E-maturity at LSIS Practitioner attitudes to technology: a new means to explore practitioner and provider e-confidence and transformation Enhanced and transformed: Tales from the Digital Age - 6th July 2011

The presentation What we’ll cover The background to the research Issues for research in e-maturity How we conducted the research Findings Combining responses as narratives Implications of this work Enhanced and transformed: Tales from the Digital Age - 6th July 2011

the distinction between e-confidence e-confidence, based on the capability of practitioners and their managers in an institutional setting to cope with the new and e-maturity e-maturity at a system level, which emphasises the capacity of the system to assimilate and develop the affordances of technological developments to meet the needs of learners and other stakeholders. Recognising transformation e-Maturity and e-Confidence Enhanced and transformed: Tales from the Digital Age - 6th July 2011

Survey of 250 practitioners in 5 providers Research instrument developed from original work at Thanet College asking about attitudes to technology-in-action Using Survey Monkey, the structure of the instrument was changed to incorporate free text responses to provide opportunities for respondents to expand on their responses Individual and provider profiles generated by the survey along with practitioner narratives Research Practitioner Attitudes to Technology Enhanced and transformed: Tales from the Digital Age - 6th July 2011

About yourself and the context of your work VLE, learning platforms and texting On-line discussions Using different media and formats in my work What I do Personal development, collaboration and reflection, which included a self-rating question using the typology devised by the project team Structure of questionnaire 19 questions in 6 sections Enhanced and transformed: Tales from the Digital Age - 6th July 2011

Respondents – 218 (87.5% response rate) Providers – 3 FE Colleges, 1 Sixth Form College, 1 Adult Education provider Survey responses – 4142 ratings provided (quantitative) Free text response – 32,000 words (qualitative) Responses The data Enhanced and transformed: Tales from the Digital Age - 6th July 2011

Findings Provider characteristics Enhanced and transformed: Tales from the Digital Age - 6th July 2011

Provider Profiles The curves Enhanced and transformed: Tales from the Digital Age - 6th July 2011

Learning College/employer Resources Moodle Students Free response analysis Principal themes Enhanced and transformed: Tales from the Digital Age - 6th July 2011

Alton Maths I find work carried out with the VLE improves the quality of my work and learner results; I know what texting is and I may use it. I have taken part in on- line discussion with students for work purposes. City Lit. Humanities International Relations I use the VLE routinely in different ways and this work is established in my practice - uploading journal articles, book chapters - but also identifying websites and news articles of interest on websites, for my courses. A new view Practitioner Narratives Enhanced and transformed: Tales from the Digital Age - 6th July 2011

I use the VLE routinely in different ways and this work is established in my practice. I use the VLE in a variety of ways, from uploading and assessment of student's work, to announcing events and providing an online platform to download essential course materials. I use texting regularly to reach learners and colleagues. I use text tools to communicate with students, and also as a record of communication with at risk students. I am aware on-line meeting with colleagues is possible through the Internet I have taken part in on-line discussion with students for work purposes. Computer based resources are an essential tool for teaching and learning and success in my work I produce all of my learning resources using a computer. I have made sound files for students or others to hear. I use sound files and upload them for instructional purposes, and to provide evidence to assess student knowledge I have used story boards to capture work and to demonstrate techniques and important points I use video and so do my students as and integral part of teaching and learning. I have read blogs and know how to comment on one I have initiated an activity in social media I have not found social media particularly successful thus far, but am looking at ways to develop this. I can think and write reflectively. Teaching through technology is often guiding and supporting learners to their objectives I have spoken to staff teachers elsewhere in the college through formal means such as Town Meetings. I work collaboratively as a means of improving my effective contribution to College life I have arranged for students to create and share resources amongst themselves to improve learning. I can ask technicians for advice on the operation of the technology as a user. I work with colleagues in my department. I rate myself as Exploratory. Sports and fitness lecturer A complete narrative Enhanced and transformed: Tales from the Digital Age - 6th July 2011

The enquiring mind – We’re all digital indigenous now Moving beyond the boundaries – wider influences Web 2.0 technologies – understood for personal use, but not yet for teaching – the digital natives are now part of the teaching body The diversity of technology in learning and teaching Emotive and narrative responses to technology – “a hundred flowers blossom” Mashing CPD and staff development together Looking to the future Key Findings and issues Enhanced and transformed: Tales from the Digital Age - 6th July 2011

Contact Nigel Ecclesfield Telephone – Mobile –