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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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context
AU - Hodgson, Vivien Elaine
AU - Shah, Syed Uzair
N1 - 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
PY - 2017/5
Y1 - 2017/5
N2 - 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.
AB - 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.
KW - Learning technology
KW - pedagogical understanding
KW - conceptions of teaching
KW - phenomenography
KW - developing contexts
U2 - 10.1080/17439884.2016.1154074
DO - 10.1080/17439884.2016.1154074
M3 - Journal article
VL - 42
SP - 198
EP - 213
JO - Learning, Media and Technology
JF - Learning, Media and Technology
SN - 1743-9884
IS - 2
ER -