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Rapid developments in ideas of knowledge, the role of educational technologies and the needs of students suggest that innovation is important in higher education. However, many factors can affect how and whether innovation occurs. In a study of identified innovative teachers, five thematic dimensions were identified that served to support or constrain pedagogical innovation: the teacher, the institution, colleagues, students and the teaching environment. In this paper we discuss the ways in which innovative teachers experienced each theme within their practice. We also consider how individuals and institutions might better support pedagogical innovation. [ABSTRACT FROM AUTHOR]

This study explores the effectiveness of the sequential use of lectures and video podcasting in higher education. Drawing together several theories, this paper examines the influence of student’s perceived prior knowledge gained from lectures and technology acceptance model-related variables on student’s self-reported assimilation of new material presented through podcasting. Data were obtained from 179 undergraduates and were analyzed using a structural equation modelling approach. The results showed the influence of prior knowledge gained from lectures and effective use of video podcasts on perceived assimilation of additional knowledge. It was also found that perceived ease of use and perceived usefulness determine the attitude towards using video podcasts, which in turn positively affects the effective use of this tool. The findings suggest that lectures are very valuable to develop learning processes based on the podcasting technology and also that encouraging the acceptance and effective use of video podcasting is important in the learning experience. [ABSTRACT FROM PUBLISHER]

This paper discusses the development of a model targeted at non-specialist practitioners implementing innovations that involve information and communication technology (ICT) in education. It is based on data from a national evaluation of ICT-based projects in initial teacher education, which included a large-scale questionnaire survey and six in-depth case studies. It draws on affordance and multimodality theory to address, and move beyond, considerations of the role played by the usability and utility of technology in any implementation. It argues that the perceived ‘status’ of technologies is a key factor in the success of an innovation. [ABSTRACT FROM PUBLISHER]