Educational Technology

ET-RedThe purpose of the Educational Technology SIG is to provide a meeting place for BERA members interested in the application and impact of new technologies in education across both curricular and professional areas. The SIG is unusual in that it includes members with backgrounds across education settings and sectors ranging from early years education to professional learning. Its work complements that of other organisations which work primarily in FE and HE (JISC and ALT) and groups and conferences with a specific interest in Computer-based Learning, AI in Education or Instructional Technologies. The SIG runs a ’strand’ at the annual conference which attracts UK and international speakers.

The Educational Technology SIG uses the Twitter Hastag #BERAEDTECH 

Latest SIG Content

Using evidence-informed resources to accelerate learning

14 May 2018 | Blog

Research in the field of cognitive sciences is constantly unveiling ways that enhance memory and learning. Nevertheless, as previously mentioned in the BERA blog (Younie 2017), findings from scientific investigation do not always reach... [...]

Information, colour and learning

22 February 2018 | Blog

The physical and virtual elements of today’s higher education learning environment place greater emphasis on the effective and efficient experience of learners. Technology enables their 24/7 learning world to progress quicker information... [...]

Bringing policy into being through word and code

7 December 2017 | Blog

Today’s educational policy is co-produced, through policy bureaucrat’s words and technocrat’s lines of code. The global move towards digital governance and the digitising of educational practices relies heavily on the presence of software... [...]

Survey dissemination, school hierarchy and teacher voice

15 November 2017 | Blog

Can we obtain a greater insight into management in schools by asking those whose are being managed? Given the widespread silencing or marginalisation of teacher voice (Courtney and Gunter, 2015; Stevenson and Gilliland, 2015), this may be... [...]

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