Adopting learning technologies: from belief to practice

Bothma, Cornelius H.; Cant, Michael Colin

doi:10.1080/03055698.2010.511697

Cited by 10 publications

(12 citation statements)

References 3 publications

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“…The second area to be considered is the gap between pedagogic theory and practice, and technology. This gap has been explained as being between the reality of HE teaching and learning practices (Breen et al, 2001), and the rhetoric of institutional policies relating to e-learning and ICT use (Habib and Johansen, 2014); as being between pedagogy and technology (Unwin, 2007); as being between semiotic needs and technological needs (Blin and Munro, 2008); and as being between educationalists and technicians (Bothma and Cant, 2011). The third area is the ambiguous impact of technology on teaching.…”

Section: Distance Learning and Icts In Professional Higher Educationmentioning

confidence: 99%

Using technology to accomplish comparability of provision in distributed medical education in Canada: an actor–network theory ethnography

Tummons

Fournier

Kits

et al. 2017

Studies in Higher Education

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This article is derived from a three-year ethnography of distributed medical education at one Canadian University across two Canadian provinces. It explores the ways in which students and staff work inside the technologically rich teaching environments within which the curriculum is delivered. Drawing on data constructed through observations, interviews and photographs, the article seeks to explain how the key concept of comparability of provision is accomplished. The article concludes that the education received at both campuses is comparable. However, simply to attribute this comparability to the technology itself is to ignore the central role that is played by the staffacademic, administrative and audiovisual. The article concludes by arguing that, notwithstanding the fact that people will always respond to technologies in unanticipated ways, the curriculum within which they are enfolded is sufficiently robust to accommodate such practices whilst at the same time maintaining the quality of the provision.

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Section: Distance Learning and Icts In Professional Higher Educationmentioning

confidence: 99%

Using technology to accomplish comparability of provision in distributed medical education in Canada: an actor–network theory ethnography

Tummons

Fournier

Kits

et al. 2017

Studies in Higher Education

View full text Add to dashboard Cite

show abstract

“…For example, Bothma and Cant (2011) describe a set of university lecturers who were in favour of using a learning management system but did not actually use it. In other cases, individuals may have little choice as to whether or not to continue to use a technology (Shelton, 2014).…”

Section: Adoption and Non-adoption Of Technology In Higher Educationmentioning

confidence: 99%

Giving up technology and social media: why university lecturers stop using technology in teaching

Shelton

2016

Technology, Pedagogy and Education

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University lecturers use a wide range of technologies when teaching and there has been much research into how particular technologies are adopted. However, there are also many technologies that, despite early promise, are no longer being used in university teaching and have been abandoned by institutions or individuals.This paper presents the results of a qualitative investigation into why university lecturers stop using technology. It used detailed episodic narrative interviews to explore the experiences of lecturers using technology in their teaching at three UK universities. While the data provides examples of technologies that were discarded as they became out-dated and were replaced by new devices, this was not the only reason that technologies are rejected. The data also demonstrated that even relatively up-to-date or innovative technologies or practices (e.g. the use of Facebook) may be abandoned.The paper discusses the participants' experiences of ceasing to use technology and demonstrates the importance of context in decisions about using technology and social media in teaching.The paper argues that studies of technology adoption should be accompanied by research that re-visits the sites of these studies to consider how the implementation of technology continues over time and how it comes to an end.

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“…The basic tenet for technology acceptance research is that users' beliefs influence their intention to use technology, which, in turn, influences their adoption of technology in reality [28,29]. With the increase of ICT initiatives in the educational context, users' reluctance and concerns about ICT for teaching and learning purposes arose [30]. Guided by technology acceptance research, educational researchers have identified a wide range of factors to build positive relations between users and ICT [31].…”

Section: Technology Acceptancementioning

confidence: 99%

Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?

Mei

Yang

2019

Sustainability

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In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students' perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants' experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.

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Adopting learning technologies: from belief to practice

Cited by 10 publications

References 3 publications

Using technology to accomplish comparability of provision in distributed medical education in Canada: an actor–network theory ethnography

Using technology to accomplish comparability of provision in distributed medical education in Canada: an actor–network theory ethnography

Giving up technology and social media: why university lecturers stop using technology in teaching

Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?

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