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  • Manuscript Accepted Version

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, Pedagogy and Education on 30/09/2020, available online: https://www.tandfonline.com/doi/full/10.1080/1475939X.2020.1810751

    Accepted author manuscript, 332 KB, PDF document

    Embargo ends: 30/03/22

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Insights into variation in Teachers’ pedagogical relationship with ICT: a phenomenographic exploration in the Pakistani higher education context

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Published
<mark>Journal publication date</mark>19/10/2020
<mark>Journal</mark>Technology, Pedagogy and Education
Issue number5
Volume29
Number of pages15
Pages (from-to)541-555
Publication StatusPublished
Early online date30/09/20
<mark>Original language</mark>English

Abstract

The adoption of ICT to transform pedagogical practices is a complex phenomenon. Studies located within the Global South countries suggest that overcoming socio-economic and technological problems will lead to improved forms of teaching. Based on a phenomenographic study located in the context of a Pakistani university, we offer a different view of this body of literature. Firstly, we will argue that no matter how well established the technological infrastructure, not all teachers will adopt ICT with the aim of encouraging higher-level learning experiences. Secondly, a closer investigation of variations in teachers’ prior exposure to technology, along with their beliefs as to the pedagogical use of teaching material and role of technology, is needed to better understand why teachers within the same higher education institution come to understand and use ICT differently. We offer insights that could be useful in designing professional development opportunities to support teachers in developing a complex pedagogical relationship with ICT.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, Pedagogy and Education on 30/09/2020, available online: https://www.tandfonline.com/doi/full/10.1080/1475939X.2020.1810751