ABSTRACT
While recent technological developments have created new opportunities for learning and teaching in higher education, professional development activity to support colleagues to use technology in their teaching has tended to focus on tools and techniques, rather than critiquing its underpinning pedagogy, assumptions, values, and emotions. This chapter draws on Mezirow’s transformative learning framework to examine a course, Digital Possibilities, aimed at supporting new teachers to explore technology-enhanced learning in light of their own practice. In doing so, we highlight aspects where we have helped participants to consider their own assumptions, but also the boundaries of such a course in facilitating transformation, both in terms of what can be reasonably achieved within a short, three-week period, but also in acknowledging the socio-political constraints that may restrict the extent to which participants can implement their meaning perspectives in practice. Finally, we also consider how this process of applying Mezirow’s framework has provided new insights for us as educators and identify the critical questions around technology-enhanced learning and professional development that this has raised more broadly.
