A. SAMMEL ET AL.
technology, the pedagogy experienced in these sessions did not
necessarily assist in employing the technology in a range of
learning contexts. To offer more support to staff, professional
development would include discussions of problems that can
and have emerged when employing the specific digital tech-
nologies and how to overcome them. While it is acknowledged
that students have to access a variety of digital technologies in
order to complete their courses successfully, our research pro-
vides evidence that explicitly teaching students the benefits of
these technologies and explaining different ways that students
can utilise these tools for learning will ensure better course
delivery and outco mes.
Our results also indicate that in reality both the teaching and
learning involved in utilising new digital technologies are not
static and instead may shift between processes and stages in a
dynamic way depending on the experience, motivation and
disposition of the teacher and the learner. To help both univer-
sity teaching staff and students understand how to cater for the
diverse learning styles and experience in using digital technol-
ogies, a modified Cognitive Apprenticeship Model was devel-
oped. What makes the model useful is its ability to associate the
most appropriate instructional delivery technology with the
cognit ive stage o f the l earner . B y ad dres sin g both the n eeds and
goals of the users, and the features of the technology, this mod-
el speaks to the factors that influence technology-task fit. Pro-
moting awareness and understanding of the relationship be-
tween the technology and the needs and goals of its user(s) is
essential to increasing engagement and s atisfaction.
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