Australian Technical Teachers' Experience of Technology Integration in Teaching

Autor/inn/en	Khan, Md. Shahadat Hossain; Bibi, Shaista; Hasan, Mahbub
Titel	Australian Technical Teachers' Experience of Technology Integration in Teaching
Quelle	In: SAGE Open, 6 (2016) 3, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244016663609
Schlagwörter	Teacher Attitudes; Technology Integration; Higher Education; Foreign Countries; Technical Education; Vocational Education; Knowledge Base for Teaching; Information Technology; Instructional Effectiveness; Faculty Development; College Faculty; Blended Learning; Computer Mediated Communication; Asynchronous Communication; Telecommunications; Handheld Devices; Technology Uses in Education; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Technikunterricht; Ausbildung; Berufsbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Informationstechnologie; Unterrichtserfolg; Fakultät; Computerkonferenz; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Australien
Abstract	This study investigated teachers' conceptions of technology integration into their teaching from two renowned technical and vocational education (TVE) institutes in New South Wales, Australia. Thirteen teachers were interviewed using qualitative techniques informed by the phenomenographic approach. The analysis of the data revealed that TVE teachers perceived the use of technology in teaching in four qualitatively different ways: (a) upgrading teacher knowledge, (b) ease of communication, (c) effective teaching, and (d) flexible teaching. Some findings align with existing phenomenographic studies of teachers' conceptions held in the context of university education. This study contributes to teachers' conceptions literature by identifying "flexible teaching" as one of the most significant conceptions of teaching within the context of TVE teaching in particular and higher education in general. The findings of the study could have an impact on teaching practice and faculty development programs in both TVE and other higher educational institutes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01