A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context

Abstract

While there are many studies exploring the phenomenon of lecturers' use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers' conceptions of using learning technology in a Pakistani university context. We describe how lecturers' use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers' daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers' pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts. ARTICLE HISTORY

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

“…According to the majority of the studies, the utilization of ICT for teaching-learning purposes enables teachers and students to stay connected and facilitates learners irrespective of their location and time ( Hussain, 2018 ; Thaheem et al, 2021 ). Teachers also feel comfortable guiding and discussing with their students within or outside the universities through several digital platforms such as WhatsApp, Facebook, and google groups ( Hodgson and Shah, 2017 ). Regarding the connection of learners with other students, ICT integration in educational practice encourages students to interact with their classmates more ( Asad et al, 2020 ), which helps resolve their academic challenges and keeps them socially active.…”

“…The correct use of such materials not only assists them in making their prospective concepts clear but also boosts their academic achievement. In this regard, technology-assisted learning enables a learner to acquire supportive learning materials easily ( Hodgson and Shah, 2017 ). The study by Habib et al (2021) , demonstrated the benefits of a learning management system (LMS) and management information system (MIS), in supporting the administrative, teaching, and learning activities at the university level.…”

Exploring teachers' preconceptions of teaching machine learning in high school: A preliminary insight from Africa

“…The research reported in the paper was conducted in the context of Africa within government-funded schools. Western and developed countries in North America, Europe, and some parts of Asia may not experience issues such as unavailability of reliable technological infrastructure, access to academic information, or uneven modernization and inequalities; however, countries in Africa, like some developing countries, are confronted with these issues [48]. The level of productivity, accessibility, quality of education, and overall economic development are affected by many issues in Africa.…”

Contextual variation on teachers’ conceptions of ICT-enhanced teaching in engineering education

“…Results have been reported in this study with accountability for, and justification of, the alternative infrastructure developed by students alongside institutional offerings. In their study, Hodgson and Shah [ 55 ] reported that technological limitations affect teachers’ conceptions and their teaching approaches. However, this evidence was not directly linked with EE rather it was focused on socio-economic aspects affecting other disciplines such as law, health science and administration.…”