The course applies a practitioner research model to look at how aspects of learning may be supported and enhanced through the use of technology. Your starting point is ‘a need’ within your practice, which you will investigate how to address. This will involve exploring how other people have already attempted to address a similar need in their practice (bringing in some practical examples of how particular technologies are used in schools), before you plan and implement their use in your school and reflect and discuss what worked and what needs further refinement.
At the heart of your learning is a project that you will carry out in your teaching and learning setting. These materials are written assuming that you have signed up for a course, although they can be followed in self-study mode. Where you have signed up for a course you will be carrying out a project with similar focus to others, both in terms of the phase of education, technology and the curriculum.
Throughout you have an opportunity to share experiences with other participants. Where you have signed up to use these materials as part of a course you will have a facilitator who will conduct tutorials and help support you in your learning and reflection.
The Practitioner Research Cycle
Vital courses are based on a Practitioner Research Cycle as shown in the diagram below.
This cycle draws on, and develops, personal and professional knowledge bases. The latter may be seen in the literature, resources, policies and other materials that are used to inform practice.
Throughout the course small icons will indicate the stage of the cycle being addressed.
NB Prof/Pers KB = Professional/Personal knowledge base