A window to teachers’ ICT practices: Discerning between teaching and the complex science of pedagogy

Abstract

Resumo Utilising Loughran’s notion of the complexity of teaching, this study set out to explore how teachers used information and communication technology (ICT) in their classroom practices. The study is grounded in qualitative research methods. Data capture included a mix of semi-structured interviews, observations and document analysis. Data was analysed using content analysis methods. Findings were fourfold. First, small pockets of innovative teachers changed their pedagogy. Second, teachers’ beliefs suggest (mis)understandings about their ICT induced teaching, which they perceived as changed pedagogy, but actually only their mode of curriculum delivery changed. Third, most teachers seemed to reposition their practice using technology to facilitate the demands of a scripted curriculum, thus merely changing their teaching practice. Fourth, teachers’ apprenticeship of observation is further perpetuated through pre-service training that does not promote pedagogical experiential change.

Is Assurance of Learning going as it should? A text mining-based review of literature

“…But as technology enters the scene, it changes the scene (BATES, 2015). Whilst earlier analyses indicated a "peripheral and limited" use of Information and Communication Technology (ICT) in Higher Education (SELWYN, 2007), phenomena like the 'MOOC revolution' has thrust rates of adoption exponentially (VANDEYAR, 2020). Congruently, the traditional models of Higher Education are being challenged by diverse new models in constant evolution.…”