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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.
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
html.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.


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