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Understanding the reasons academics use – and don’t use – endorsed and unendorsed learning technologies
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, , , , The University of Melbourne, Australia

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

Educational researchers have a longstanding interest in the reasons why academic staff use technologies in their teaching. The investigation presented in this paper considered drivers and barriers to the use of technology in a higher education context where it is increasingly possible for academics to not only rely on endorsed, university-based systems and tools, but also on unendorsed tools available ‘outside’ the university. The findings from this study showed that most staff were using a relatively standard, endorsed technology tool-set and, in most cases, there was limited use of external or emerging technologies and tools in learning and teaching. Five clear profiles of academic staff were established that represented diverse motivations for using or not using technologies in teaching. The implications of the results of this study are discussed in terms of staff training, support and professional development.

Citation

Kennedy, G., Jones, D., Chambers, D. & Peacock, J. (2011). Understanding the reasons academics use – and don’t use – endorsed and unendorsed learning technologies. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (pp. 688-701). Australasian Society for Computers in Learning in Tertiary Education. Retrieved April 9, 2020 from .

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