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

      Englund, Claire; Olofsson, Anders D.; Price, Linda (Routledge, 2017-11-01)
      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.
    • Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice

      Price, Linda; Kirkwood, Adrian (Routledge, 2013-11-09)
      The use of technology for teaching and learning is now widespread, but its educational effectiveness is still open to question. This mixed-method study explores educational practices with technology in higher education. It examines what forms of evidence (if any) have influenced teachers? practices. It comprises a literature review, a questionnaire and interviews. A framework was used to analyse a wide range of literature. The questionnaires were analysed using content analysis and the interviews were analysed using inductive thematic analysis. Findings suggest that evidence has partial influence upon practice with practitioners preferring to consult colleagues and academic developers. The study underscored the difficulty in defining and evaluating evidence, highlighting ontological and epistemological issues. The academic developer?s role appears to be key in mediating evidence for practitioners.