14: Promoting Dialogue in Technology-enhanced Learning

There has been a plethora of information written about technology-enhanced learning (TEL) and the opportunities it creates for learners, teachers and educators across all phases of education (Bodsworth & Goodyear, 2017; ­Greenwald et al., 2017; Picton, 2019). This chapter seeks to highlight the positive aspects of TEL for all newly qualified practitioners embarking on a career in education. It aims to discuss TEL from a range of perspectives, whilst providing a platform for their use in everyday teaching, learning and assess-ment and to realise the potential of this ever-developing phenomenon. It will clarify the ways in which learners, across all phases of education, experience, conceptualise and understand the numerous TEL opportunities available and the intentions of the educator in providing them. Whilst acknowledging that there are some constraints, it will urge educators to consider using TEL for teaching, learning and assessment, inside and outside of the classroom, with their learners who are already actively engaged in a rapidly changing digital world.