Abstract

Research indicates that teachers' conceptions of and approaches to teaching with technology are central for the successful imple-mentation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers' conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.

Citation

Englund, C., Olofsson, A.D. & Price, L. (2017). Teaching with Technology in Higher Education: Understanding Conceptual Change and Development in Practice. Higher Education Research and Development, 36(1), 73-87. Retrieved August 8, 2024 from https://www.learntechlib.org/p/193929/.

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Keywords

• Educational Change
• educational technology
• Experienced Teachers
• Foreign Countries
• higher education
• Instructional Improvement
• Interviews
• Likert Scales
• Longitudinal Studies
• Mixed Methods Research
• Novices
• online courses
• Pharmacy
• Questionnaires
• student satisfaction
• teacher attitudes
• Teacher Competencies
• teaching methods
• Technology Uses in Education