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Teaching with technology in higher education : understanding conceptual change and development in practice

Englund, Claire, Olofsson, Anders D. and Price, Linda (2016) Teaching with technology in higher education : understanding conceptual change and development in practice. Higher Education Research & Development, ISSN (print) 0729-4360 (Epub Ahead of Print)

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Abstract

Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and Master of Pharmacy at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should therefore be a central component of professional development activities if a more effective use of educational technology is to be achieved.

Item Type: Article
Uncontrolled Keywords: Educational technology, conceptual change, conceptions of and approaches to teaching, teaching with technology, Higher Education
Research Area: Education
Faculty, School or Research Centre: Interdepartmental and Cross-Faculty Research Groups and Centres > Centre for Higher Education Research and Practice (CHERP)
Depositing User: Susan Miles
Date Deposited: 05 May 2016 08:51
Last Modified: 09 May 2016 09:19
URI: http://eprints.kingston.ac.uk/id/eprint/35040

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