Using technology integration frameworks in vocational education and training

Reich, A; Rooney, D; Lizier, AL

Using technology integration frameworks in vocational education and training

Reich, A

Rooney, D

Lizier, AL

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Publisher:: Informa UK Limited
Publication Type:: Journal Article
Citation:: International Journal of Training Research, 2020, pp. 1-14
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Reich, A https://orcid.org/0000-0002-1051-0261
dc.contributor.author	Rooney, D https://orcid.org/0000-0001-7668-0936
dc.contributor.author	Lizier, AL
dc.date.accessioned	2021-03-02T05:38:15Z
dc.date.available	2021-08-12T19:00:51Z
dc.date.issued	2020-01-01
dc.identifier.citation	International Journal of Training Research, 2020, pp. 1-14
dc.identifier.issn	1448-0220
dc.identifier.issn	2204-0544
dc.identifier.uri	http://hdl.handle.net/10453/146633
dc.description.abstract	© 2020 Informa UK Limited, trading as Taylor & Francis Group. Technology-enhanced learning and blended learning delivery have been growing in popularity in vocational education and training contexts. Different technology integration frameworks have been developed to assess the extent and nature of this technology integration for learning, using frameworks primarily developed in school and higher education contexts. This article explores the usefulness of two of these technology integration frameworks–Substitution Augmentation Modification Redefinition (SAMR) and Technology Integration Matrix (TIM) to understand the adoption of technology blended into courses within a vocational education and training context. Using a case study of technology integration and moves towards blended learning within an Australian Defence Force (ADF) Vocational College, this article raises important questions for VET colleges about the relevance of such frameworks to guide integration of technology into learning in VET contexts.
dc.language	en
dc.publisher	Informa UK Limited
dc.relation.ispartof	International Journal of Training Research
dc.relation.isbasedon	10.1080/14480220.2020.1864447
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	13 Education, 14 Economics, 16 Studies in Human Society
dc.title	Using technology integration frameworks in vocational education and training
dc.type	Journal Article
utslib.for	13 Education
utslib.for	14 Economics
utslib.for	16 Studies in Human Society
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
dc.date.updated	2021-03-02T05:38:13Z
pubs.publication-status	Published

Abstract:

© 2020 Informa UK Limited, trading as Taylor & Francis Group. Technology-enhanced learning and blended learning delivery have been growing in popularity in vocational education and training contexts. Different technology integration frameworks have been developed to assess the extent and nature of this technology integration for learning, using frameworks primarily developed in school and higher education contexts. This article explores the usefulness of two of these technology integration frameworks–Substitution Augmentation Modification Redefinition (SAMR) and Technology Integration Matrix (TIM) to understand the adoption of technology blended into courses within a vocational education and training context. Using a case study of technology integration and moves towards blended learning within an Australian Defence Force (ADF) Vocational College, this article raises important questions for VET colleges about the relevance of such frameworks to guide integration of technology into learning in VET contexts.

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http://hdl.handle.net/10453/146633