ERIC Number: EJ1217967
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
University Teachers as Developers of Technology-Enhanced Teaching--Do Beliefs Matter?
Journal of Research on Technology in Education, v51 n2 p135-151 2019
Previous research has identified a well-established link between teachers' beliefs and the practical implications of technology-enhanced learning (TEL). Until recently, there have been few studies of teachers' beliefs regarding their own role as developers of TEL in higher education. In this study, 18 university teachers' reflective writings on their role as developers of TEL were analyzed. All the teachers had developed their teaching methods for the instructional use of information and communication technologies (ICT). The findings of qualitative thematic analysis indicated four divergent teachers' roles: (1) active developers, (2) adaptive developers, (3) cautious developers, and (4) reluctant developers. These findings can be used to train teachers in educational change.
Descriptors: Teacher Attitudes, Teaching Methods, Teacher Role, Instructional Development, Higher Education, Information Technology, Faculty Development, Educational Change, Interdisciplinary Approach, Foreign Countries, Reflection, Instructional Design
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Finland