Technology in support of learning Introduction 122; Conversational model for teaching and learning 123; Other factors in teaching and learning 124; EASEIT-Eng: information on the use of technology in UK engineering courses 125; Technology-based learning materials 125; Use of technology in delivering learning materials 134; Final comments 137; Note 137;

doi:10.4324/9780203415986-29

Chapter

Technology in support of learning Introduction 122; Conversational model for teaching and learning 123; Other factors in teaching and learning 124; EASEIT-Eng: information on the use of technology in UK engineering courses 125; Technology-based learning materials 125; Use of technology in delivering learning materials 134; Final comments 137; Note 137;

Chapter

ABSTRACT

Computers pervade all areas of an engineer’s life: controlling machinery and experimental equipment, modelling and simulating real-life processes, data reduction and analysis, communication and information retrieval. Not surprisingly their use in undergraduate engineering courses is commonplace: students need to learn how to use this tool of the trade. However, the role of computers in engineering education is greater than this, computers are used as an aid to teaching and learning. This chapter addresses using technology to learn, rather than learning to use technology. However, it will be seen that there is a link between the two: where a technology-based approach is useful to a practising engineer for solving a problem it is often also found to be useful to a student needing to understand a concept. Thus, we ﬁnd that students and teachers use computers for their ability to model complex behaviour, to handle large numbers of calculations, for communication and for ﬁnding information.