Didactic approach of introducing technology enhanced learning (TEL) curriculum in higher education

Abstract

Learning and technology has penetrated people's daily lives in so many multiple ways and spheres that learning process may not be planned separated from technology. Researchers agree that ICT as such cannot improve educational processes, but ICT may trigger and enable the use of innovative methods that make learning more efficient and more attractive to learners in higher education. Contemporary young learners in higher education are eager to embrace technology enriched learning curriculum, but the question of this paper is whether teaching staff in higher education is ready and holds the necessary skills to construct and use technology enhanced learning curriculum.The object of the paper is didactics of TEL curriculum and it's requirements for teaching staff in higher education. The purpose of the study is to analyze didactic parameters of technology rich curriculum in higher education. The purpose of this study is achieved by attaining these goals: (1) Introducing the main characteristics of technology enhanced learning; (2) Identifying didactic requirements for technology enhanced learning curriculum in higher education; (3) Analyzing teaching staff's readiness and skills to construct and use technology enhanced learning curriculum. Methods of the research are analysis of scientific literature, quantitative survey of teaching staff in higher education in Lithuania and statistical analysis of the survey results. The conclusions will show the main didactic requirements of TEL and readiness of teaching staff in higher education to perform it.