This paper reports on a research informed teaching project which explored the role of technology in the delivery of the Secondary Post Graduate Certificate of Education (PGCE) at Birmingham City University. Our study highlights the problematic nature of imposing a set of normative uses of technology within teaching and learning and suggests that the student voice has an important role to play in shaping innovation.
The research project focussed on a pocketsized camcorder which was issued to staff and students involved in the study. Lecturers were requested to experiment with the technology to supplement their existing practice while students were asked to use the technology during their teaching placements. Both lecturers and students were encouraged to share video clips of their work on a specially created secure repository.
We believe this investigation is important as it examines the introduction of new technology from both a student and a teacher position. It examines a number of current developments and concerns including adoption of technology into the learning and teaching process; incorporation of web technology and social networking sites into a teaching programme; the implications of such developments when external organisations are involved; and the willingness of both lecturing staff and students to experiment with new technologies.