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Killeen, Martin P. (2009) The acquisition of information and learning technology skills by FE teachers. EdD thesis, University of Nottingham.

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Abstract

The core of this thesis is to investigate the perceptions of teachers in Further Education (FE) when dealing with the continuous change caused by the expansion of information and learning technology (ILT). This thesis also identifies the potential links between the increase in the range and availability of learning technology and the development of self- directed and student-centred learning. It explores the perceptions of practicing teachers with reference to their personal development and if such development indicates compliance with adult learning theory. It also analysis the external pressures placed on FE colleges and their teaching staff due to the development of ILT and the related governmental policy.

The thesis regards teachers in the FE sector as a unique group of adult learners with a wide range of experience, qualifications and entry routes into the profession. It investigates a sample of teachers using questionnaires and focus groups analysing their perceptions of ILT, preferred learning styles, identified needs and self evaluation techniques and analysis any correlation between these factors and the biographical parameters obtained from the questionnaire responses. An aspect of the investigation was to analyse how teachers became proficient in the use of ILT, routes staff use to obtain the skills and knowledge required and if the aspects of adult learning theory are being applied.

A related aspect of this research is the investigation of whether the perceptions of teacher of their personal development experiences related to ILT indicate if an FE college is or can become a “learning organisation” and if such a concept is valid for the FE sector.

Item Type:	Thesis (University of Nottingham only) (EdD)
Supervisors:	Wallis, J.V.
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher education
Faculties/Schools:	UK Campuses > Faculty of Social Sciences, Law and Education > School of Education
Item ID:	10823
Depositing User:	EP, Services
Date Deposited:	07 Dec 2009 11:56
Last Modified:	17 Oct 2017 15:35
URI:	https://eprints.nottingham.ac.uk/id/eprint/10823

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