학술논문
University Teachers as Developers of Technology-Enhanced Teaching--Do Beliefs Matter?
Document Type
Journal Articles
Reports - Research
Reports - Research
Author
Heinonen, Kirsi (ORCID 0000-0001-9365-0894 ); Jääskelä, Päivikki (ORCID 0000-0002-3794-0325 ); Häkkinen, Päivi (ORCID 0000-0001-6616-9114 ); Isomäki, Hannakaisa (ORCID 0000-0002-6021-3118 ); Hämäläinen, Raija (ORCID 0000-0002-3248-9619 )
Source
Subject
Language
English
ISSN
1539-1523
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.