6533b852fe1ef96bd12ab83a
RESEARCH PRODUCT
University Teachers’ Conceptions of Their Role as Developers of Technology-Rich Learning Environments
Kirsi HeinonenPäivikki JääskeläIsomäki Hannakaisasubject
060201 languages & linguisticsta113oppimisympäristöteachersphenomenography05 social sciencesUniversity teachers050301 education06 humanities and the artsopettajattechnology-rich learning environments0602 languages and literaturePedagogyMathematics educationteknologiata516Sociologyconceptionfenomenografia0503 educationyliopistotuniversitiesdescription
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. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2017-01-01 |