University Teachers’ Conceptions of Their Role as Developers of Technology-Rich Learning Environments

Abstract

Abstract:This phenomenographic study examines how a diverse group of university teachers conceptualised their role as developers of technology-rich learning environments at one university in Finland. The research findings illustrate a variety of conceptions. Five qualitatively different ways of understanding teachers' roles regarding the development of technology-rich learning environments were found: 1) innovator, 2) early adopter, 3) adaptive, 4) sceptic and 5) late adopter. In order to connect the whole set of interconnected roles to a theory of change, Everett Rogers' innovation diffusion theory was exploited in the last phase of analysis. Finally, hierarchically structured categories were created along with five evolutionary themes of expanding intensity. These findings can be used as an assessment tool among teachers to identify their role in educational reform.

Pre-service EFL Teachers’ Conceptions of Learning about SLA through online Discussion Forums and WhatsApp in Blended Learning

“…Their hierarchical arrangement is called an outcome space (Marton and Booth, 1997). Besides the categories, the outcome space may include the themes that are perceived across the categories (Marton and Booth, 1997); these may be called dimensions (González, 2009), or critical attributes of variation (Heinone et al, 2017). The intended use of the categories in the outcome space is ‘to guide teachers to approach learning from their students’ perspectives, or at least to understand why their students might be thinking or doing certain things’ (Polat, 2013: 114).…”