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Insights into variation in teachers’ pedagogical relationship with ICT: a phenomenographic exploration in the Pakistani higher education context
Technology, Pedagogy and Education ( IF 3.870 ) Pub Date : 2020-09-30 , DOI: 10.1080/1475939x.2020.1810751
Uzair Shah 1 , Shahadat Hossain Khan 2 , Michael Reynolds 1
Affiliation  

ABSTRACT

The adoption of ICT to transform pedagogical practices is a complex phenomenon. Studies located within countries from the Global South suggest that overcoming socio-economic and technological problems will lead to improved forms of teaching. Based on a phenomenographic study located in a Pakistani university, the authors offer a different view of this body of literature. Firstly, they 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. The authors offer insights that could be useful in designing professional development opportunities to support teachers in developing a complex pedagogical relationship with ICT.



中文翻译:

对教师与ICT的教学关系变化的见解:巴基斯坦高等教育背景下的现象学探索

摘要

采用信息通信技术来改变教学方法是一个复杂的现象。来自全球南方国家的研究表明,克服社会经济和技术问题将导致教学形式的改善。基于位于巴基斯坦大学的现象学研究,作者对这一文学体系提出了不同的看法。首先,他们认为,无论技术基础设施如何完善,并不是所有的老师都会采用ICT来鼓励更高层次的学习经验。其次,对教师先前对技术的了解的变化及其对教学材料的教学用途和技术作用的信念的深入研究,需要更好地了解为什么同一所高等学校的教师为什么不同地理解和使用ICT。作者提供的见解可能有助于设计专业发展机会,以支持教师发展与ICT的复杂教学关系。

更新日期:2020-09-30
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