Using technology integration frameworks in vocational education and training

ABSTRACT

Technology-enhanced learning and blended learning delivery have been growing in popularity in vocational education and training contexts. Different technology integration frameworks have been developed to assess the extent and nature of this technology integration for learning, using frameworks primarily developed in school and higher education contexts. This article explores the usefulness of two of these technology integration frameworks – Substitution Augmentation Modification Redefinition (SAMR) and Technology Integration Matrix (TIM) to understand the adoption of technology blended into courses within a vocational education and training context. Using a case study of technology integration and moves towards blended learning within an Australian Defence Force (ADF) Vocational College, this article raises important questions for VET colleges about the relevance of such frameworks to guide integration of technology into learning in VET contexts.

KEYWORDS:

• Vocational education
• blended learning
• technology integration
• technology-enhanced learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The research reported in this paper was part of a project sponsored and funded by the Royal Australian Air Force (RAAF) titled Reimagining Learning.

Notes on contributors

Ann Reich

Ann Reich is an Associate Professor in the area of professional and workplace learning. She leads the Professions and Learning Research Group within the School of International Studies and Education and teaches subjects on professional learning and practice in various postgraduate degrees. Her research interests are in professional and workplace learning and practice, and public sector reform. Her current research and publications uses practice theory perspectives on professional learning and has included investigating professional learning practices of engineers and the collective learning of health professionals.

Donna Rooney

Donna Rooney is a Senior Lecturer and researcher at UTS. The central focus of her research and teaching is adult learning in and beyond educational institutions. She draws from a range of conceptual resources - including, socio-material, post-human, and more recently practice based theories.

Amanda L. Lizier

Amanda L. Lizier is a Lecturer and researcher at UTS. Her research and teaching focuses on workplace learning, with a particular focus on professional learning and learning in complex organisations. Amanda draws on complexity approaches and, more recently, practice approaches, in her work which has included experiences of work and learning in complex adaptive organisations and practices of distributed leadership in higher education.