Selected student and tutor perceptions of ICTs in further and higher education in England.

Hdl Handle:
http://hdl.handle.net/10149/301489
Title:
Selected student and tutor perceptions of ICTs in further and higher education in England.
Authors:
Ingleby, E. (Ewan)
Affiliation:
Teesside University. Social Futures Institute. School of Social Science and Law
Citation:
Ingleby, E. (2013) 'Selected student and tutor perceptions of ICTs in further and higher education in England.' Journal of Further and Higher Education; 38 (3): 287-304
Journal:
Journal of Further and Higher Education
Issue Date:
12-Sep-2013
URI:
http://hdl.handle.net/10149/301489
DOI:
10.1080/0309877X.2013.858677
Type:
Article
Language:
en
Description:
By 2008 a total of 87, 339 students were studying on foundation degrees in the UK (Foundation Degree Forward, 2009). This paper reports on the views of selected students and academic tutors about ICTs (Information Communication Technologies) associated with the Early Years Sector Endorsed Foundation Degree (EYSEFD) in England. The students study part-time at five Further Education (FE) colleges working in partnership with a UK Higher Education Institution (HEI). The research project has gathered data on the views of students and programme tutors about ICTs since October 2009. Data has been gathered through questionnaires with students and focus group discussions with selected students and tutors about the perception of ICTs. A main finding is that the students in this study associate ICTs with computers and software whereas their academic tutors focus on the wider pedagogical learning associated with technology. The paper discusses some of the debates that surround pedagogical practice and ICTs in further and higher education. The students’ association of computers and pedagogical best practice appears to reiterate current neoliberal educational values as opposed to reflecting the learning goals of their academic programme. This paper presents the findings of this study and the conclusions that are drawn will be of relevance to those involved in the delivery and development of higher education in further education contexts.
Keywords:
early years; foundation degrees; ICTs; higher education in further education colleges
Rights:
Author can archive pre-print (ie pre-refereeing), subject to 18 month embargo, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo [Accessed: 12/09/2013]

Full metadata record

DC FieldValue Language
dc.contributor.authorIngleby, E. (Ewan)en_GB
dc.date.accessioned2013-09-12T12:12:02Z-
dc.date.available2013-09-12T12:12:02Z-
dc.date.issued2013-09-12-
dc.identifier.citationJournal of Further and Higher Education; 38 (3): 287-304en_GB
dc.identifier.doi10.1080/0309877X.2013.858677-
dc.identifier.urihttp://hdl.handle.net/10149/301489-
dc.descriptionBy 2008 a total of 87, 339 students were studying on foundation degrees in the UK (Foundation Degree Forward, 2009). This paper reports on the views of selected students and academic tutors about ICTs (Information Communication Technologies) associated with the Early Years Sector Endorsed Foundation Degree (EYSEFD) in England. The students study part-time at five Further Education (FE) colleges working in partnership with a UK Higher Education Institution (HEI). The research project has gathered data on the views of students and programme tutors about ICTs since October 2009. Data has been gathered through questionnaires with students and focus group discussions with selected students and tutors about the perception of ICTs. A main finding is that the students in this study associate ICTs with computers and software whereas their academic tutors focus on the wider pedagogical learning associated with technology. The paper discusses some of the debates that surround pedagogical practice and ICTs in further and higher education. The students’ association of computers and pedagogical best practice appears to reiterate current neoliberal educational values as opposed to reflecting the learning goals of their academic programme. This paper presents the findings of this study and the conclusions that are drawn will be of relevance to those involved in the delivery and development of higher education in further education contexts.en_GB
dc.language.isoenen
dc.rightsAuthor can archive pre-print (ie pre-refereeing), subject to 18 month embargo, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo [Accessed: 12/09/2013]en_GB
dc.subjectearly yearsen_GB
dc.subjectfoundation degreesen_GB
dc.subjectICTsen_GB
dc.subjecthigher education in further education collegesen_GB
dc.titleSelected student and tutor perceptions of ICTs in further and higher education in England.en
dc.typeArticleen
dc.contributor.departmentTeesside University. Social Futures Institute. School of Social Science and Lawen_GB
dc.identifier.journalJournal of Further and Higher Educationen_GB
or.citation.harvardIngleby, E. (2013) 'Selected student and tutor perceptions of ICTs in further and higher education in England.' Journal of Further and Higher Education; 38 (3): 287-304-
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