Does Technology Enhanced Learning (TEL) actually enhance learning?

A few weeks ago, someone posted the following request to the ALT Mailing list that I am on:

‘…who on the list could point me to evidence of TEL enhancing learning/teaching.’

Women using a laptop, with chalkboard behindThe request kick started a very good debate and discussion about the weaknesses of research in this area, the merits of learning technology, and various other asides, and without taking this blog post down the same direction as the discussion, I want to focus purely on the wording used, and its strategic significance.

The term TEL (Technology Enhanced Learning) has a clue in it’s name – in that it is where the use of technology has enhanced learning – and therefore the simple answer to the title of this blog post is ‘Yes – TEL, enhances learning’. The problem is that people use the term TEL, to describe any use of technology within education – not just the uses that enhance the learning. People that are anti progress in this area, often cite examples of negative impacts of using technology: ‘I used the interactive whiteboard, but it wasn’t calibrated, so nothing worked, I would have been better off with a whiteboard and pens’, ‘I uploaded my PowerPoints to the VLE, but no students accessed them’ etc. But these are not examples of Technology Enhanced Learning, these are simply examples of bad learning (or bad teaching if being technically correct).

Some may accuse me of getting hung up on simple semantics, or even being flippant here, but I can assure you that this post is written in up-most sincerity, and is an issue that I feel very strongly about. If we are going to use the term TEL – then we have to be prepared to differentiate the difference between good use and bad use. Yes there is a retort that ‘how can one make the judgement without empirical evidence based on academic research’ – but at the simplest level, if a tutor has used technology, and they know that it hasn’t improved the learning experience, then it wasn’t TEL – it doesn’t require research to determine that. Yes there is another possible scenario, where they think the use of technology has enhanced the learning, but in fact it hasn’t, and this is where research does come in – but the research has to avoid getting itself warped by only looking at TEL – instead it has to look at all uses of technology.

There are two main morals to this story:

  1. If organisations are going to use the term TEL as part of their strategies, objectives, etc. are they somehow able to differentiate the genuine TEL from just bad practice?
  2. If people are going to research what evidence there is that technology enhances learning/teaching – then they have to look at the wider use of technology, not just the ‘Enhancing’ use.

As usual, I expect my blog post to upset or unease a few people, but I think there is value in posts like this, which if nothing else, will make people think a little bit about the language used, and its significance.

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