Price,+S+2007

=A Framework for Conceptualising the Impact of Technology on Teaching and Learning=

Sara Price, London Knowledge Lab, Institute of Education, 23-29 Emerald Street, London, WC1N 3QS, UK. s.price@ioe.ac.uk Martin Oliver, London Knowledge Lab, Institute of Education, 23-29 Emerald Street, London, WC1N 3QS, UK m.oliver@ioe.ac.uk

Educational Technology & Society, 10 (1), 16-27.



Although there is great interest, and considerable investment, in adopting technology within Higher Education, it is less clear what this change means to the people who implement or experience it. Presently, there is no consistent framework used to study and explain this phenomenon. In this paper, we propose a framework that can structure and guide work in the area. Work carried out as part of a Kaleidoscope-funded project (see Price et al, 2005) to explore the impact of technology, providing an overview of current research in this area is described, outlining a framework of approaches to researching this topic, and providing an example of empirical work that fits within this methodological framework. Findings from the case study reported here focus on the role that models of teaching and learning play in the process of technology adoption and will be used to elaborate on the themes emerging from the review of existing research. The paper will conclude by considering the framework’s role as a foundation for further work in this area.
 * ABSTRACT**

Although there is great interest in the impact of technology on education, work in this field has been fragmented. In this paper, a framework for studying the impact of technology has been described and applied. The primary outcome of this work has been to demonstrate the usefulness of the three-part model for studying impact. The division into anticipated, ongoing and achieved impact has proved helpful both in organising the work and in terms of the selection of research methods.
 * Conclusions (part of)**

From their guest editorial in same issue

Even if research shows that a particular technology supports a certain kind of learning, this research may not reveal the implications of implementing it. Without appropriate infrastructure or adequate provisions of services ( policy ); without the facility or ability of teachers to integrate it into their teaching practice ( academics ); without sufficient support from technologists and/or educational technologists ( support staff ), the likelihood of the particular technology or software being educationally effective is questionable.