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Teachers’ use of learning technology in a South Asian context

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Published

Standard

Teachers’ use of learning technology in a South Asian context. / Shah, Uzair.
The design, experience and practice of networked learning research in networked learning. ed. / Vivien Hodgson; Maarten De Laat; David McConnell; Thomas Ryberg. Berlin: Springer, 2014. p. 87-105 (Research in Networked Learning).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Harvard

Shah, U 2014, Teachers’ use of learning technology in a South Asian context. in V Hodgson, M De Laat, D McConnell & T Ryberg (eds), The design, experience and practice of networked learning research in networked learning. Research in Networked Learning, Springer, Berlin, pp. 87-105. https://doi.org/10.1007/978-3-319-01940-6_5

APA

Shah, U. (2014). Teachers’ use of learning technology in a South Asian context. In V. Hodgson, M. De Laat, D. McConnell, & T. Ryberg (Eds.), The design, experience and practice of networked learning research in networked learning (pp. 87-105). (Research in Networked Learning). Springer. https://doi.org/10.1007/978-3-319-01940-6_5

Vancouver

Shah U. Teachers’ use of learning technology in a South Asian context. In Hodgson V, De Laat M, McConnell D, Ryberg T, editors, The design, experience and practice of networked learning research in networked learning. Berlin: Springer. 2014. p. 87-105. (Research in Networked Learning). doi: 10.1007/978-3-319-01940-6_5

Author

Shah, Uzair. / Teachers’ use of learning technology in a South Asian context. The design, experience and practice of networked learning research in networked learning. editor / Vivien Hodgson ; Maarten De Laat ; David McConnell ; Thomas Ryberg. Berlin : Springer, 2014. pp. 87-105 (Research in Networked Learning).

Bibtex

@inbook{658189e2f1ff4f1ba905f21649af6b74,
title = "Teachers{\textquoteright} use of learning technology in a South Asian context",
abstract = "For many teachers, the transition from face-to-face teaching to online learning environments is not always a seamless process. With {\textquoteleft}one foot in the virtual and another in the real{\textquoteright}, I wonder if this transition could be made smoother through a better understanding of teachers{\textquoteright} experiences of using learning technology within their {\textquoteleft}conventional{\textquoteright} pedagogical practices. While some studies have investigated teachers{\textquoteright} use of learning technology in western contexts, little valuable research is available on this phenomenon within less developed contexts. This phenomenographic research aims to explore the variations in teachers{\textquoteright} understandings of using learning technology in the relatively unexplored context of a South Asian, Pakistani public university. It identifies five different conceptions of using learning technology within pedagogical practices. The retaining attention and omnipotential conceptions have not been reported before. It is argued that the relatively sophisticated omnipotential conception may contribute towards a smoother transition to networked learning environments. This research also illuminates the messy contextual realities that influence teachers{\textquoteright} use of learning technology and their pedagogical practices.",
author = "Uzair Shah",
year = "2014",
doi = "10.1007/978-3-319-01940-6_5",
language = "English",
isbn = "9783319019390",
series = "Research in Networked Learning",
publisher = "Springer",
pages = "87--105",
editor = "Hodgson, {Vivien } and {De Laat}, Maarten and David McConnell and Thomas Ryberg",
booktitle = "The design, experience and practice of networked learning research in networked learning",

}

RIS

TY - CHAP

T1 - Teachers’ use of learning technology in a South Asian context

AU - Shah, Uzair

PY - 2014

Y1 - 2014

N2 - For many teachers, the transition from face-to-face teaching to online learning environments is not always a seamless process. With ‘one foot in the virtual and another in the real’, I wonder if this transition could be made smoother through a better understanding of teachers’ experiences of using learning technology within their ‘conventional’ pedagogical practices. While some studies have investigated teachers’ use of learning technology in western contexts, little valuable research is available on this phenomenon within less developed contexts. This phenomenographic research aims to explore the variations in teachers’ understandings of using learning technology in the relatively unexplored context of a South Asian, Pakistani public university. It identifies five different conceptions of using learning technology within pedagogical practices. The retaining attention and omnipotential conceptions have not been reported before. It is argued that the relatively sophisticated omnipotential conception may contribute towards a smoother transition to networked learning environments. This research also illuminates the messy contextual realities that influence teachers’ use of learning technology and their pedagogical practices.

AB - For many teachers, the transition from face-to-face teaching to online learning environments is not always a seamless process. With ‘one foot in the virtual and another in the real’, I wonder if this transition could be made smoother through a better understanding of teachers’ experiences of using learning technology within their ‘conventional’ pedagogical practices. While some studies have investigated teachers’ use of learning technology in western contexts, little valuable research is available on this phenomenon within less developed contexts. This phenomenographic research aims to explore the variations in teachers’ understandings of using learning technology in the relatively unexplored context of a South Asian, Pakistani public university. It identifies five different conceptions of using learning technology within pedagogical practices. The retaining attention and omnipotential conceptions have not been reported before. It is argued that the relatively sophisticated omnipotential conception may contribute towards a smoother transition to networked learning environments. This research also illuminates the messy contextual realities that influence teachers’ use of learning technology and their pedagogical practices.

U2 - 10.1007/978-3-319-01940-6_5

DO - 10.1007/978-3-319-01940-6_5

M3 - Chapter (peer-reviewed)

SN - 9783319019390

T3 - Research in Networked Learning

SP - 87

EP - 105

BT - The design, experience and practice of networked learning research in networked learning

A2 - Hodgson, Vivien

A2 - De Laat, Maarten

A2 - McConnell, David

A2 - Ryberg, Thomas

PB - Springer

CY - Berlin

ER -