Emma Whewell shares the findings of Alastair Snook’s study on primary teachers’ use of educational technology, and the opportunities and challenges it presented during the pandemic. The shift to alternative methods of instruction using digital technology has been a learning process for digital native teachers and digital immigrant teachers alike.
Emma Goto explores how the Philosophy for Children (P4C) pedagogical approach could be used in digital literacy and e-safety lessons.
This qualitative research study from the US explores the experiences of teachers in the spring semester of 2020 as they remotely instructed their students owing to COVID-19 campus closures. Analysis revealed teachers’ concerns for their students and their learning, the barriers presented owing to the disconnect between them and their students, and how their competencies changed as their time with remote instruction increased.
As a subject association for educational technology, BETT is surely a highlight of our year but it has naturally been interrupted by the pandemic. After a
Bett 2022 is right around the corner, and we are very excited to welcome you back to ExCeL London this month on 23-25 March 2022.
Don’t forget to come and see TPEA members share their latest resarch into learning from lockdown followed by our popular Reseaerch Safaris. You can register
Flip through the digital Preview Guide for Bett 2022 Explore the digital Preview Guide for Bett 2022 here. It’s the perfect way to get a
This year our popular research safari presents a tried-and-tested portfolio of online and hybrid educational technology tips and tools evaluated by international teacher education trainees.
Rhiannon Farrell is a teacher of English at a comprehensive secondary school in the West Midlands. She is also a teaching and learning advisor and
Robert (Rob) Lambert is a Senior Lecturer and Course leader working in the Faculty of Arts, Science and Technology at The University of Northampton since
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We promote research and effective practice in the use of digital technologies, particularly, but without limitation, in schools; and support initial and continuing teacher professional development, in particular in the field of the effective use of educational technologies.
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