Approaches to ICT-Enhanced Teaching in Technical and Vocational Education: A Phenomenographic Perspective

Autor/inn/en	Khan, Md. Shahadat Hossain; Markauskaite, Lina
Titel	Approaches to ICT-Enhanced Teaching in Technical and Vocational Education: A Phenomenographic Perspective
Quelle	In: Higher Education: The International Journal of Higher Education Research, 73 (2017) 5, S.691-707 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-016-9990-2
Schlagwörter	Foreign Countries; Educational Strategies; Information Technology; Technology Uses in Education; Technical Education; Vocational Education; Teacher Attitudes; Semi Structured Interviews; Feedback (Response); Student Centered Learning; Active Learning; Postsecondary Education; Phenomenology; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrstrategie; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technikunterricht; Ausbildung; Berufsbildung; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Post-secondary education; Tertiäre Bildung; Phenomenological psychology; Phänomenologie; Psychologie; Australien
Abstract	This paper presents the results of a study undertaken from a phenomenographic perspective, which examines teachers' approaches to information communication technology (ICT)-enhanced teaching in vocational tertiary education. Twenty-three teachers from three Australian Technical and Further Education (TAFE) institutions participated in semi-structured in-depth interviews about their ways of experiencing the use of ICT in various vocational courses. The findings revealed two strategies with five main orientations to ICT-enhanced teaching distributed along a continuum from teacher-focused approaches: comprising information-oriented, feedback-oriented and practice-oriented to student-focused approaches: consisting of activity-oriented and industry-oriented teaching. The identified strategies and orientations extend the frameworks of teachers' approaches to ICT-enhanced teaching revealed in the previous phenomenographic studies in tertiary education. The paper discusses theoretical and practical implications of these findings for TAFE sector and tertiary education in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01