Information and Communications Technologies (ICT) in Higher Education Teaching--A Tale of Gradualism Rather than Revolution
ARTICLE
Gill Kirkup, Adrian Kirkwood
Learning, Media and Technology Volume 30, Number 2, ISSN 1743-9884
Abstract
The widespread adoption of information and communications technologies (ICT) in higher education (HE) since the mid 1990s has failed to produce the radical changes in learning and teaching than many anticipated. Activity theory and Rogers' model of the adoption of innovations provide analytic frameworks that help develop our understanding of the actual impact of ICT upon teaching practices. This paper draws on a series of large-scale surveys carried out over a 10 year period with distance education tutors at the UK Open University to explore the changing role of ICT in the work of teachers. It investigates how HE teachers in one large distance learning university have, over time, appropriated ICT applications as teaching tools, and the gradual rather than revolutionary changes that have resulted.
Citation
Kirkup, G. & Kirkwood, A. (2005). Information and Communications Technologies (ICT) in Higher Education Teaching--A Tale of Gradualism Rather than Revolution. Learning, Media and Technology, 30(2), 185-199. Retrieved August 13, 2024 from https://www.learntechlib.org/p/98811/.
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Cited By
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Polar bears, black gold, and light bulbs: Creating stable futures for tertiary education through instructor training and support in the use of ICTs
Belinda Tynan, University of New England, Australia; Mark J.W. Lee, Charles Sturt University, Australia; Cameron Barnes, University of New England, Australia
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3557–3564
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