Teaching with technology in higher education: understanding conceptual change and development in practice
By C. Englund, Anders D. Olofsson, Linda Price. 2017
352 citations recorded by the source corpus.
ABSTRACT Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful imple-mentation 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 a Master of Pharmacy programme 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.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/617fd89d5394db083385175205866bb8fb21b03a
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Citations in the corpus
- The Past, Present, and Future of Virtual and Augmented Reality Research: A Network and Cluster Analysis of the Literature (2018, background): “…as for gaming (Zyda, 2005; Meldrum et al., 2012), military training (Alexander et al., 2017), architectural design (Song et al., 2017), education (Englund et al., 2017), learning and social skills training (Schmidt et al., 2017), simulations of surgical procedures (Gallagher et al., 2005),…”
- Digital Literacy: A Review of Literature (2020, background): “According to (Sapkota et al., 2018; Englund et al., 2016; Fu, 2013) ICT has reformed and restructured the learning and teaching context to improve the quality of education in a number of ways such as augmenting students’ efficacy to learn, providing essential tools and technology for accessing…”