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

Shah, Uzair and Khan, M. S. H. and Reynolds, Michael (2020) Insights into variation in Teachers’ pedagogical relationship with ICT:a phenomenographic exploration in the Pakistani higher education context. Technology, Pedagogy and Education. ISSN 1475-939X

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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.

Item Type:
Journal Article
Journal or Publication Title:
Technology, Pedagogy and Education
Additional Information:
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
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/1700/1706
Subjects:
ID Code:
145627
Deposited By:
Deposited On:
13 Jul 2020 13:20
Refereed?:
Yes
Published?:
Published
Last Modified:
23 Nov 2020 14:45