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Examining and Understanding Transformative Learning to Foster Technology Professional Development in Higher Education
ARTICLE

, Fontys University of Applied Sciences

iJET Volume 7, Number 1, ISSN 1863-0383 Publisher: International Association of Online Engineering, Kassel, Germany

Abstract

Educators are increasingly encouraged to practice life-long learning. Learning to cope with emerging technologies for educational purposes is, for most educators, a complex process. Consequently, educators engage in critical reflective processes, and consider new views as they learn new knowledge and skills so as how to best apply information and communication technologies to teaching and learning. For educators this process can be intimidating and frustrating. The use of new technologies in education requires educators to reconceptualise traditional educational concepts which means that educators need compelling reasons to dramatically change their teaching and learning practice. This paper highlights the significance of Mezirowâ??s transformative learning theory for teachersâ?? technology professional development and provides insight in teachersâ?? learning processes as they learn emerging technologies for educational purposes. The data discussed in this paper have been drawn from a study at Fontys University of Applied Sciences, The Netherlands. The data were collected and analyzed according to a qualitative approach.

Citation

Schols, M. (2012). Examining and Understanding Transformative Learning to Foster Technology Professional Development in Higher Education. International Journal of Emerging Technologies in Learning (iJET), 7(1), 42-49. Kassel, Germany: International Association of Online Engineering. Retrieved December 10, 2019 from .

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Cited By

View References & Citations Map
  • A National ICT Competency Framework for Student Teachers

    Maurice Schols, Fontys University of Applied Sciences, Netherlands; Jeroen Bottema, Inholland University of Applied Sciences, Netherlands

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2637–2645

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