Teaching with Technology in Higher Education: Understanding Conceptual Change and Development in Practice

Autor/inn/en	Englund, Claire; Olofsson, Anders D.; Price, Linda
Titel	Teaching with Technology in Higher Education: Understanding Conceptual Change and Development in Practice
Quelle	In: Higher Education Research and Development, 36 (2017) 1, S.73-87 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Englund, Claire) ORCID (Olofsson, Anders D.) ORCID (Price, Linda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2016.1171300
Schlagwörter	Higher Education; Technology Uses in Education; Longitudinal Studies; Teacher Attitudes; Pharmacy; Novices; Experienced Teachers; Educational Technology; Teaching Methods; Mixed Methods Research; Interviews; Questionnaires; Online Courses; Likert Scales; Student Satisfaction; Instructional Improvement; Educational Change; Teacher Competencies; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Apotheke; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Fragebogen; Online course; Online-Kurs; Likert-Skala; Unterrichtsqualität; Bildungsreform; Lehrkunst; Ausland; Schweden
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01