‘It’s quite liberating turning up to a classroom without a pile of papers and equipment.’ Pedagogic bungee jumping: a strategy to rethink teaching in a technology-rich age?

Abstract

Initial Teacher Education (ITE) for the post-compulsory sector (PCE) in the UK is currently under review. Despite earlier plans to substantially increase the use of technology in ITE the Lifelong Learning UK (LLUK) consultation findings recommend that ‘we will expect that teachers do develop their skills in this area to a limited extent on a mandatory basis' (LLUK, 2011b:12). This is a disappointing departure as other commissioned work such as that from the Learning and Skills Improvement Service (LSIS) (2009: 8) review of workforce development identified that this area was in need of continuous updating. This article will consider the need more than ever before to explore what Barnett identifies (2007: 1) as the links between teaching and learning in higher education and ‘pedagogic bungee jumping’ with the development of cultures supportive to experimental technology use in ITE focusing upon a group of teacher educators in a West Midlands ITE Partnership (higher education institute (HEI) and partner colleges).