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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Learning, Media and Technology on 14/03/2016, available online: http://www.tandfonline.com/10.1080/17439884.2016.1154074

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A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>05/2017
<mark>Journal</mark>Learning, Media and Technology
Issue number2
Volume42
Number of pages16
Pages (from-to)198-213
Publication StatusPublished
Early online date14/03/16
<mark>Original language</mark>English

Abstract

While there are many studies exploring the phenomenon of lecturers’ use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani university context. We describe how lecturers’ use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers’ daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers’ pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Learning, Media and Technology on 14/03/2016, available online: http://www.tandfonline.com/10.1080/17439884.2016.1154074