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
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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
}
TY - JOUR
T1 - Insights into variation in Teachers’ pedagogical relationship with ICT
T2 - a phenomenographic exploration in the Pakistani higher education context
AU - Shah, Uzair
AU - Khan, M. S. H.
AU - Reynolds, Michael
N1 - 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
PY - 2020/10/19
Y1 - 2020/10/19
N2 - 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.
AB - 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.
KW - ICT use
KW - pedagogy
KW - higher education
KW - phenomenography
KW - Global South
U2 - 10.1080/1475939X.2020.1810751
DO - 10.1080/1475939X.2020.1810751
M3 - Journal article
VL - 29
SP - 541
EP - 555
JO - Technology, Pedagogy and Education
JF - Technology, Pedagogy and Education
SN - 1475-939X
IS - 5
ER -