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). Setúbal: SCITEPRESS. doi:10.5220/0006267301810187
© 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.