Teacher Beliefs Regarding Learning, Pedagogy, and the Use of Technology in Higher Education

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“…Technology integration into teaching and learning in university learning environments makes an important contribution to students' development of competences and skills (Adams Becker et al, 2017;Jääskelä et al, 2017). This requires digital competences to be integrated across curricula at all educational levels.…”

“…Technology-supported learning environments facilitate critical thinking, collaboration skills (Jääskelä et al, 2017), and creativity (Idris & Nor, 2010;Loveless et al, 2003;Sang et al, 2010). Such learning environments also could reduce the divide between academic and professional behaviors in real-life contexts (Istenič Starčič et al, 2018).…”

“…Worldwide, 21st-century skills have been applied to national curricula (see, e.g., Siddiq, Gochyyev, & Wilson, 2017). Technology-supported teaching and learning offer the potential for developing skills in critical thinking, problem-solving, and communication (Instefjord & Munthe, 2017), collaboration (Darling- Hammond, 2017;Jääskelä, Häkkinen, & Rasku-Puttonen, 2017), and creativity (Idris & Nor, 2010;Loveless, Burton, & Turvey, 2003;Sang, Valcke, van Braak, & Tondeur, 2010). Collaboration has been regarded as an integral part of technology-supported student-centered instruction and has widely been discussed (Means & Olson, 1997).…”

“…The NMC Horizon Report in 2017 revealed inequality in access existed even though online learning resources are available so widely (Adams Becker et al, 2017). In particular, teaching and learning approaches do not apply information communication technologies (ICTs) optimally (Jääskelä et al, 2017). Students increasingly use ICTs in most aspects of their lives and expect universities to address their needs and preferences for ICT use in the institutional learning environment (McGraw-Hill, 2017).…”

“… a lack of understanding of higher education teachers' beliefs about technologyintegrated teaching and learning (Jääskelä et al, 2017); and  higher education teachers' negative beliefs about ICT integration for learning and insufficient interventions to transform them (Venkatesh et al, 2014). Higher education is tasked with preparing graduates for work life and participation in societies undergoing a rapid and sustained diffusion of new technologies, as well as addressing the current digital divide that, in the developed world, refers mainly to skills access and usage access (Van Dijk, 2006).…”