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Using currere to consider past and future landscapes of technology use in learning and teaching: a view from the Wales Collaborative for Learning Design (WCLD)

Chapman, Sammy, Beauchamp, Gary, Evans, Ross, Zeeman, Gemma, Young, Nick, Yhnell, Emma ORCID: https://orcid.org/0000-0003-3960-5181, Wills, Nigel, Williams, Chris, Watkins, Gareth, Tiddeman, Bernie, Owen, Sion, Owen, Kaydee, Osborne, Steve, Morgan, Gwen, Meace-Williams, Sophie, Martin, Lilian, Lewis, Jeff, Lewis, Caroline, Layland, Sue, Karlinger, Panna, Jones, Mathew, Jones, Karl, Hughes, Carl, Horder, Sue, Haines, Jessica, Gregory, Calum, Giddy, Jonathan, Francis, Nigel ORCID: https://orcid.org/0000-0002-4706-4795, Davies, Owen, Crick, Tom, Ayres, Julian and Atherton, Stephen 2025. Using currere to consider past and future landscapes of technology use in learning and teaching: a view from the Wales Collaborative for Learning Design (WCLD). Wales Journal of Education 27 (1) , 128 – 153. 10.16922/wje.27.1.6

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Abstract

This article examines the prior lived experiences and future potential aspirations of technology use through the perspective of a Welsh Government-funded project. The Wales Collaborative for Learning Design (WCLD) has 32 members from all 9 universities in Wales with a specific focus on technology in learning and teaching. Through the autobiographical method of currere, the study aims to give attention to the previous experiences of each member from when they were once the learner; this being referred to as the regressive phase. The study also aims to explore the future landscape of technology use in learning and teaching, utilising the progressive phase of the currere method, to allow participants to wonder what could or might come to be. Once all individual fragments were collected, fragments referring to individual memories, stories, anecdotes and recollections, synthesis allowed any commonalities to be identified and theorised. The main finding of the research is that technology, and all various technologies, be treated as a tool with which teachers can choose to implement when they deem pedagogically appropriate, especially considering the affordances of technology that can transform learning and teaching opportunities.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Schools > Biosciences
Publisher: University of Wales Press
ISSN: 2059-3708
Date of First Compliant Deposit: 2 June 2025
Date of Acceptance: 30 May 2025
Last Modified: 06 Jun 2025 10:30
URI: https://orca.cardiff.ac.uk/id/eprint/178661

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