It’s about encouraging thinking. It’s only about tech if the tech centers on student thinking –how they’re thinking, what they’re thinking, how they’re using information, etc.

See the Educational technology section for sources about the role of technology, digital literacies, and frameworks for incorporating technology into the teaching/learning process

Book Series - Digital Education and Learning. There are 19 volumes in this series. Published 2011 - 2019

Software & Apps for language teachers:

It's easy to source an enormous number of free apps to use in the classroom. But if we ask students to use external platforms we need to be aware of the fact that their data is passed on somewhere else. If something is free you are the product. We need to make an effort when it comes to knowing how apps that we use in the classroom use our students' data.

Technologies available with an institutional licence at Sussex include:

• Box of Broadcasts (BoB) - the off-air TV and radio resource to which US subscribes. Students and staff can view or listen to programmes, make clips and playlists, and share with others. Information from IT Services

• Office 365 - The full Office 365 suite is free to all staff and students

• ReadingLists - create online reading lists for your modules, incorporating OERs

• Padlet - Sussex has a 'backpack' licence which allows you unlimited Padlets. See here for more information.

• Panopto - can be used for staff self-reflection and reveiw. For example: Pure self-review. The individual lecturer records her own class and watches it back to assess from the student perspective. Mentor review. Video content is shared with a mentor so he can give constructive feedback. Feedback can be presented face-to-face, but often Panopto is used since it allows the mentor to leave notes at specific times in the video, or the mentor can record his own video relaying feedback if scheduling an in-person meeting is a challenge. Peer review. Academics share video content within a department to spread best practices or to offer feedback to their peers.

• Zoom - video conferencing platform for synchronous teaching.

• Mahara - a web application for building e-portfolios to which Sussex subscribes. Here's an interesting case study from University of Warwick about Using Mahara in language learning, and an e-portfolio assessment rubric from Donaldson (2018), UCD (more here)

Literature Review

Kirkwood A. & Price, L. (2014) 'Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review', Learning, Media and Technology, 39:1, 6-36, DOI: 10.1080/17439884.2013.770404

Bibliography:

Motteram, G. (ed.) (2013) Innovations in learning technologies for English language teaching. London: British Council. Free to download pdf

Miller, M. D. (2019) How to Make Smart Choices about Tech for Your Courses. The Chronicle of Higher Education.

Selwyn, N. (2021) 'Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis'. E-Learning and Digital Media 18(5):496-510. https://journals.sagepub.com/doi/pdf/10.1177/20427530211022951