Technology; its impact on student need, learning/teaching and assessment

“If we teach today as we taught yesterday, we rob our children of tomorrow.”
John Dewey

It is paramount for the vocational education and training sector to consider which learning outcomes can be achieved best through the use of technology in their delivery of learning and teaching. Hence, the teacher must take in the needs of the individual learner and cohort, including the context of their learning, e.g. the level of education and training of learners’ and their previous experience. The teacher must consider the key learning tasks for their learners. With these tasks formulated the teacher should decide which learning outcomes should be technology based and which require conventional methodologies. Consideration should be given to the learning process, learning outcomes, and importantly the learning environment.

Lesson goals and objectives

In this lesson you will learn:

  • The need for an organisational digital learning, teaching and assessment strategy
  • Which learning outcomes should be technology based and which require conventional methodologies, or which require a blend.
  • How best learning outcomes can be obtained through the assistance of technology


It is important to consider the part a digital learning and teaching strategy plays in the achievement of good learning and assessment design. Teachers should be involved in the co-creation and implementation of a digital strategy. If a teacher has not yet been involved in such, there are few rules that should be adhered to, although there is some flexibility in how to approach them.

Firstly, it is essential a teacher’s digital strategy is grounded in educational principles. One must ensure their strategy is translated into organisational policy and procedures and can be clearly followed through into practice, especially for any new entrants to the teaching profession, hence providing a dependable digital delivery. It is vital that teachers try to make optimal use of data so that they can monitor and evaluate the impact of the digital strategy on learning and assessment. It should be noted from this section that covert reference is made to pedagogical approaches, which is key to an excellent digital learning / teaching and assessment strategy.

Clear leadership from the top and throughout a VET organisation is key. Without leadership and strategic direction, digital learning and assessment and the benefits they can bring are likely to only exist in sporadic areas of best practice from enthused teachers, rather than becoming mainstream and fully integrated into a VET institution. When implementing a digital learning/teaching and assessment strategy, there should be an open and encouraging culture inspiring a passion for good learning throughout the VET centre. Such a culture empowers teaching staff to experiment and provides the necessary motivation resulting in high quality learning experiences for better learning outcomes.



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Q: How does technology assist the teacher in assessing learners?
A: Technology can help teachers track and assess their learners’, as well as their own, performance! It can also be used to facilitate communication between learners and teachers creating digital records of learner growth and development.
Q: How does technology impact learning and teaching?
A: Technology can make learning more interactive and collaborative, if carefully designed by the teacher. This can help learners better engage with course material, especially if it is of a practical nature. Rather than just memorising facts, vocational learners learn by doing; hence, the use of technology assists greatly. For some learners, interactivity provides a much better learning experience.