In using, and directing learners to use, specific digital technologies, teachers and course designers send powerful messages about how learners can expect to succeed academically. All the evidence shows that while learners are often proficient users of social networks and online services, they still look to their tutors and the formal curriculum to guide them in the use of technology to support their studies.

Learners can also become impatient with the use of technology if it is not clearly relevant to their programme goals and academic success and in some cases inappropriately used technologies can get in the way of learning. This makes it important that tutors and curriculum teams express clearly the advantages of particular technologies. The JISC Curriculum Delivery ISCC Project was focussed on finding technologies that supported creative design conversations rather than distracting students.

Some experiments with more sophisticated digital tools (including touch sensitive table surfaces, digital pens, and tablets) appeared to suggest such tools provide more sources of distraction and interrupt the conversation. Furthermore, in many settings a move to a more digital environment would make more difficult the mix of digital and physical objects, media and content that is important in many exploratory design conversations. Some tools (such as the eBeam pens) are usable, robust, and highly developed. However, in some situations, such technologies appear to offer less flexibility and expressiveness than traditional pens. (ISCC)

Learners also need support to experiment, practice, play, and discover technology affordances for themselves. Only in this way can they become self-directed in their technology choices, and develop lifelong strategies for using technology appropriately in different situations.

Resources:

• Search EvidenceNet for resources on Enhancing Learning Through Technology (opens in new window)
• Phoebe e-learning advantage
• JISC TechWatch AZ list of technologies
• E-supported Learning and Teaching Enhancement (ELTE) guides
• JISC Effective Practice in a Digital Age (2009) publication: each case study has an 'e-learning advantage' section
• JISC Innovative Practice with e-Learning (2007) publication

Specific types of technology

Social and personal technologies

• JISC Infokit on Social Software
• Effective Use of Social Software in Education report (2009)
• Personal Learning Environments
• Outputs from the JISC Transforming Curriculum Delivery through Technology projects are listed on the Social networking and web 2 page
  

Using digital media

• Resources from the ESCalate e-learning workshop (2009)
• Resources from the JISC Digital Media service covering use of still and moving images, audio, and cross-media
• Outputs from the JISC Transforming Curriculum Delivery through Technology projects are described on the Media Enhanced Learning page
  

Podcasting and videocasting

• Podcast resources from the IMPALA project
• Outputs from the JISC Transforming Curriculum Delivery through Technology projects are described on the Podcasting page
  

Immersive worlds

• Serious Virtual Worlds report (2008)
• Getting Started with Second Life report (2009)
• Outputs from the JISC Transforming Curriculum Delivery through Technology projects are described on the Immersive worlds page
  

Technology enhanced learning environments

• JISC Infokit on Effective Use of VLEs
• Outputs from the JISC Transforming Curriculum Delivery through Technology projects are described on the Learning environments page

Mobile technologies

• JISC programmes and projects on mobile learning
• JISC Mobile and Wireless Technologies Review
• JISC CETIS Mobile Web Apps briefing paper
• Outputs from the JISC Transforming Curriculum Delivery through Technology projects are described on the Mobile technologies

Assessment technologies

• JISC Effective Assessment in a Digital Age guide
  
• Outputs from the JISC Transforming Curriculum Delivery through Technology projects are described on the Assessment technologies page.