University Teachers’ Conceptions of Their Role as Developers of Technology-Rich Learning Environments
Heinonen, K., Jääskelä, P., & Isomäki, H. (2017). University Teachers’ Conceptions of Their Role as Developers of Technology-Rich Learning Environments. In P. Escudeiro, G. Costagliola, S. Zvacek, J. Uhomoibhi, & B. M. McLaren (Eds.), CSEDU 2017 : Proceedings of the 9th International Conference on Computer Supported Education. Vol. 2 (pp. 181-187). SCITEPRESS Science And Technology Publications. https://doi.org/10.5220/0006267301810187
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Date
2017Copyright
© the Authors & SCITEPRESS, 2017. Published in this repository with the kind permission of the publisher.
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.
Publisher
SCITEPRESS Science And Technology PublicationsParent publication ISBN
978-989-758-240-0Conference
International Conference on Computer Supported EducationIs part of publication
CSEDU 2017 : Proceedings of the 9th International Conference on Computer Supported Education. Vol. 2Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/27015116
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