Teacher beliefs regarding learning, pedagogy, and the use of technology in higher education
Jääskelä, P., Häkkinen, P., & Rasku-Puttonen, H. (2017). Teacher beliefs regarding learning, pedagogy, and the use of technology in higher education. Journal of Research on Technology in Education, 49 (3-4), 198-211. doi:10.1080/15391523.2017.1343691
Published inJournal of Research on Technology in Education
© 2017 ISTE. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
This study examines university teachers’ beliefs about the role of technology in achieving the pedagogical aims of learning within teaching development initiatives at a Finnish university. The initiatives targeted technology adoption in teaching and learning and were enhanced within teacher groups, with support from a university level network program. Thematic interviews were conducted with the members of 11 initiative groups, covering 18 teachers from various disciplines. The qualitative content analysis revealed diverse belief groups. Technology was perceived as a tool for: the promotion of self-paced studying without explicit learning aims; active and interactive learning; integrative learning with continuous assessment; and meaningful learning. The study highlights the need for a more systematic explication of teacher beliefs and the acknowledgment of alternative ways of thinking in teacher developmental programs.
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