TELFest: an approach to encouraging the adoption of educational technologies

  • Farzana Latif University of Sheffield
Keywords: academicAdoption, Barriers, Strategies, facultyAdoption

Abstract

Barriers to technology adoption in teaching and learning are well documented, with a corresponding body of research focused on how these can be addressed. As a way to combine a variety of these adoption strategies, the University of Sheffield developed a Technology Enhanced Learning Festival, TELFest. This annual, week-long event, emphasises the role technology can play through an engaging learning experience which combines expert-led practical workshops, sharing of practice, discussions and presentations by practitioners. As the popularity of the event has grown and the range of topics expanded, a community of practice has organically coalesced among attendees, supporting the mainstream adoption of several technologies and helping to broaden educational innovation beyond isolated pockets. This paper situates TELFest within the technology adoption literature by providing details about TELFest, outlining the results of an investigation into the impact that it has had on attendees' teaching practice and summarising some of the limitations of the method along with reflections on how to address these limitations in the future.

(Published: 17 July 2017)

Citation:  Research in Learning Technology, 25:1, 1869, DOI: http://dx.doi.org/10.25304/rlt.v25.1945

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Author Biography

Farzana Latif, University of Sheffield

Farzana Latif is Technology Enhanced Learning Manager at the University of Sheffield. Her role involves identifying strategies and techniques to mainstream the adoption of technology to support learning across her institution. A technology enthusiast, she enjoys the challenge of exploring emerging technologies and understanding the value to support learning.  

Published
2017-11-10
How to Cite
Latif, F. (2017). TELFest: an approach to encouraging the adoption of educational technologies. Research in Learning Technology, 25. https://doi.org/10.25304/rlt.v25.1869
Section
Original Research Articles