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

2.50
Hdl Handle:
http://hdl.handle.net/10547/622389
Title:
Teaching with technology in higher education: understanding conceptual change and development in practice
Authors:
Englund, Claire; Olofsson, Anders D.; Price, Linda ( 0000-0001-5291-0469 )
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.
Citation:
Englund C, Olofsson A D, Price L (2017) 'Teaching with technology in higher education: understanding conceptual change and development in practice', Higher Education Research and Development, 36 (1), pp.73-87.
Publisher:
Routledge
Journal:
Higher Education Research and Development
Issue Date:
1-Nov-2017
URI:
http://hdl.handle.net/10547/622389
DOI:
10.1080/07294360.2016.1171300
Additional Links:
http://www.tandfonline.com/doi/full/10.1080/07294360.2016.1171300
Type:
Article
Language:
en
ISSN:
0729-4360
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorEnglund, Claireen
dc.contributor.authorOlofsson, Anders D.en
dc.contributor.authorPrice, Lindaen
dc.date.accessioned2017-11-17T13:53:37Z-
dc.date.available2017-11-17T13:53:37Z-
dc.date.issued2017-11-01-
dc.identifier.citationEnglund C, Olofsson A D, Price L (2017) 'Teaching with technology in higher education: understanding conceptual change and development in practice', Higher Education Research and Development, 36 (1), pp.73-87.en
dc.identifier.issn0729-4360-
dc.identifier.doi10.1080/07294360.2016.1171300-
dc.identifier.urihttp://hdl.handle.net/10547/622389-
dc.description.abstractResearch 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.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.tandfonline.com/doi/full/10.1080/07294360.2016.1171300en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjecttechnologyen
dc.subjecthigher educationen
dc.subjecteducational technologyen
dc.subjectX342 Academic studies in Higher Educationen
dc.titleTeaching with technology in higher education: understanding conceptual change and development in practiceen
dc.typeArticleen
dc.identifier.journalHigher Education Research and Developmenten
dc.date.updated2017-11-17T13:40:08Z-
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