Williams, BillNeto, PedroCarvalho, Isabel S.2013-05-232013-05-232011http://hdl.handle.net/10400.26/4225Getting more specialist engineering faculty members involved in the practice of high quality engineering education research (EER) has been a recurring concern at conferences and has been addressed in various initiatives over the last decade. We consider the technology stewardship concept proposed by Etienne Wenger et al. to be a fruitful area for engineering educators who have been increasingly faced with decisions relating to IT-based tools arising from a rapid proliferation of IT technology and tools and a growing emphasis on quality assurance in higher education. Choices need to be made in areas of technology selection, design and adaptation and as these decisions require competences from both engineering and pedagogical domains, the engineering instructor needs to be able to draw upon both these areas of knowledge and in this paper,as part of a pedagogical framework, we set out to illustrate the processes of tool design, adoption and adaptation in the service of teaching and learning from a technology stewardship perspective.engLearner engagementActive learningTechnology stewardshipconference object