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Using currere to consider past and future landscapes of technology use in learning and teaching: a view from the Wales Collaborative for Learning Design (WCLD)
,
Gary Beauchamp ,
Ross Evans,
Gemma Zeeman,
Nick Young,
Emma Yhnell ,
Nigel Wills,
Chris Williams,
Gareth Watkins,
Bernie Tiddeman,
Sion Owen ,
Kaydee Owen ,
Steve Osborne,
Gwen Morgan,
Sophie Meace-Williams,
Lilian Martin,
Jeff Lewis,
Caroline Lewis ,
Sue Layland,
Panna Karlinger ,
Mathew Jones ,
Karl Jones,
Carl Hughes,
Sue Horder,
Jessica Haines,
Calum Gregory,
Jonathan Giddy,
Nigel Francis,
Owen Davies,
Tom Crick ,
Julian Ayres ,
Stephen Atherton
Cylchgrawn Addysg Cymru / Wales Journal of Education, Volume: 27, Issue: 1
Swansea University Authors:
Ross Evans, Sion Owen , Tom Crick
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DOI (Published version): 10.16922/wje.27.1.6
Abstract
This article examines the prior lived experiences and future potential aspirations of technology use through the perspective of a Welsh Government-funded project. The Wales Collaborative for Learning Design (WCLD) has 32 members from all 9 universities in Wales with a specific focus on technology in...
| Published in: | Cylchgrawn Addysg Cymru / Wales Journal of Education |
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| ISSN: | 2059-3708 2059-3716 |
| Published: |
University of Wales Press/Gwasg Prifysgol Cymru
2025
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa71524 |
| Abstract: |
This article examines the prior lived experiences and future potential aspirations of technology use through the perspective of a Welsh Government-funded project. The Wales Collaborative for Learning Design (WCLD) has 32 members from all 9 universities in Wales with a specific focus on technology in learning and teaching. Through the autobiographical method of currere, the study aims to give attention to the previous experiences of each member from when they were once the learner; this being referred to as the regressive phase. The study also aims to explore the future landscape of technology use in learning and teaching, utilising the progressive phase of the currere method, to allow participants to wonder what could or might come to be. Once all individual fragments were collected, fragments referring to individual memories, stories, anecdotes and recollections, synthesis allowed any commonalities to be identified and theorised. The main finding of the research is that technology, and all various technologies, be treated as a tool with which teachers can choose to implement when they deem pedagogically appropriate, especially considering the affordances of technology that can transform learning and teaching opportunities. |
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| Keywords: |
Currere, curriculum, pedagogy, technology, affordances, barriers, curriculum for Wales |
| College: |
Faculty of Humanities and Social Sciences |
| Issue: |
1 |