A Framework for Seeking the Connections between Technology, Pedagogy, and Culture: A Study in the Maldives

Autor/in	Adam, Aminath
Titel	A Framework for Seeking the Connections between Technology, Pedagogy, and Culture: A Study in the Maldives
Quelle	In: Journal of Open, Flexible and Distance Learning, 21 (2017) 1, S.35-51 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1179-7665
Schlagwörter	Foreign Countries; Educational Technology; Cultural Influences; Technology Uses in Education; Teaching Methods; Technology Integration; Social Influences; Ethnography; Interviews; Observation; Focus Groups; Teacher Educators; Pedagogical Content Knowledge; Technological Literacy; Maldives + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Cultural influence; Kultureinfluss; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Einfluss; Ethnografie; Interviewing; Interviewtechnik; Beobachtung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Technisches Wissen; Malediven
Abstract	Educational technology researchers have often overlooked the effect of culture on teachers' use of digital technologies in their pedagogical practice. Several technology integration models, such as the Technology Adoption Model (TAM) and Technological, Pedagogical and Content Knowledge (TPACK), have also failed to explain the connections between technology, pedagogy, and culture. This paper argues that teachers' pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. An ethnographic methodology, linked to Bourdieu's (1977) habitus, is used to explore teacher educators' practices in the Maldives. The author uses interviews, observations, focus groups, and the hanging-out approach to gather data from eleven teacher educators who work in a Maldivian university. Key findings demonstrate that teacher educators' pedagogical and technological practices are influenced by their own culture, their early learning experiences in the Maldives, and their workplace (institutional context). Through this finding, the paper proposes a framework; namely, Pedagogical and Technological Cultural Habitus (PATCH), for understanding teachers' pedagogical and technological habitus in various contexts. The PATCH framework provides a theoretical basis for designing technology-oriented professional development for professionals in various pedagogical contexts, including virtual and blended pedagogical spaces. It also contributes to the TPACK framework by adding an outer layer to its current theorisation to represent teachers' backgrounds and habitus when examining their practices. (As Provided).
Anmerkungen	DEANZ: New Zealand Association for Open, Flexible and Distance Learning. Open Polytechnic, 3 Cleary Street Private Bag 31914, Lower Hutt 5040, New Zealand. Tel: +64-3-345-8246; Web site: http://journals.akoaotearoa.ac.nz/index.php/JOFDL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01