Failure to engage: Exploring learning technology experiences from the vantage point of ‘expert’ students

ABSTRACT

This paper reports on academics’ experiences of being exposed to connectivist approaches to technology integration on a PGCert course at a STEMM institution. Taking an activity theory perspective we analyse where tensions that influenced engagement occurred. We explore reasons related to participants’ understanding of what technology is, perceptions of technology and the task, attitudes to openness and sharing, and the influence of others.

KEYWORDS:

• TEL
• PGCert
• activity theory

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Monika Pazio

Monika Pazio - is a Senior Teaching Fellow in Educational Development and PgCert course director at Imperial College London. Her research interest focus around aspects of Technology Enhanced Learning, identity and feedback.

Iro Ntonia

Iro Ntonia – is a Senior Teaching Fellow in Educational Development and MEd course director at Imperial College London. Her research interests are focused on educational psychology, educational neuroscience, and the intersectionality between online and face-to-face teaching.