University Teachers as Developers of Technology-Enhanced Teaching--Do Beliefs Matter?

Autor/inn/en	Heinonen, Kirsi; Jääskelä, Päivikki; Häkkinen, Päivi; Isomäki, Hannakaisa; Hämäläinen, Raija
Titel	University Teachers as Developers of Technology-Enhanced Teaching--Do Beliefs Matter?
Quelle	In: Journal of Research on Technology in Education, 51 (2019) 2, S.135-151 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heinonen, Kirsi) ORCID (Jääskelä, Päivikki) ORCID (Häkkinen, Päivi) ORCID (Isomäki, Hannakaisa) ORCID (Hämäläinen, Raija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2018.1564894
Schlagwörter	Teacher Attitudes; Teaching Methods; Teacher Role; Instructional Development; Higher Education; Information Technology; Faculty Development; Educational Change; Interdisciplinary Approach; Foreign Countries; Reflection; Instructional Design; Finland + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Teaching improvement; Unterrichtsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationstechnologie; Bildungsreform; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Finnland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01