The changing face of teaching and learning: An empirical study to explore the impact of technology-enhanced learning on pedagogy, assessment and learning environments in International Baccalaureate Diploma Programme schools.

Abstract

Digital technology has emerged as one of the most important topics concerning learning
in present times. The rapid pace of technological development has led to a transformation
in teaching, learning and assessment. This transformation is driven by the quest to
develop new ways of learning and augment the classroom environment by including new
technologies and methods. The recent global pandemic has accelerated the
transformation in school settings worldwide, with school closures that began in early 2020
causing severe disruption to teach and led to a major shift in the online learning
environment.

The research in this thesis was conducted during the challenging period of COVID-19,
while schools across the globe were experiencing a major shift to remote and hybrid
models of teaching and learning. The research set out to capture the significant impact
of Technology Enhanced Learning on pedagogy, assessment and learning environments
in the context of the International Baccalaureate (IB) Diploma Programme (DP). It was
carried out in two stages. Study A explored IBDP teachers and coordinators views on the
transitioning experiences caused by the shift to online learning during the pandemic.
Study B was a case study of one international school that explored the role of AI in
teaching and learning of mathematics at the secondary level. Data in the studies were
collected through questionnaires, and through teacher and student interviews.
The outcome of this research offers an understanding of key issues concerning the
implementation of digital technology in several aspects of pedagogy, assessment and
learning environments in IBDP schools. Key findings emerging from Study A elucidate
issues concerning the transition to online teaching that includes access to adequate
digital infrastructure and digital resources, as well as challenges in effective curriculum
delivery: specifically, differentiation, autonomous learning, student engagement, student
motivation, group work and the designing of online assessments. Key findings from Study
B include the implementation of Artificial Intelligence in mathematics offered personalised
learning support that included an individual learning path, additional practice, revision
assistance, improved the learning experience through scaffolding support, and
strengthening of foundational skills. It supported self-paced and self-directed learning
approaches that enhanced student motivation and engagement.

Drawing on insights derived from published literature as well as on findings from the data
collected in this research. It concludes by proposing strategies for consideration by IBDP
leaders and teachers in the design and development of approaches for the application of
emerging digital technologies in teaching and learning. Outcomes of this research
address the implications of emerging digital technologies for shaping future school
learning environments that may be explored in terms of possible transferability to other
contexts in future research.

Date of Award	26 Jun 2024
Original language	English
Awarding Institution	University of Bath
Supervisor	Mary Hayden (Supervisor) & Jeff Thompson (Supervisor)