Examining and Understanding Transformative Learning to Foster Technology Professional Development in Higher Education

Abstract

Abstract-Educators are increasingly encouraged to practice life-long learning. Learning to cope with emerging technologies for educational purposes is, for most educators, a complex process. Consequently, educators engage in critical reflective processes, and consider new views as they learn new knowledge and skills so as how to best apply information and communication technologies to teaching and learning. For educators this process can be intimidating and frustrating. The use of new technologies in education requires educators to reconceptualise traditional educational concepts which means that educators need compelling reasons to dramatically change their teaching and learning practice.This paper highlights the significance of Mezirow's transformative learning theory for teachers' technology professional development and provides insight in teachers' learning processes as they learn emerging technologies for educational purposes. The data discussed in this paper have been drawn from a study at FontysUniversity of Applied Sciences, The Netherlands. The data were collected and analyzed according to a qualitative approach.

A critical comparison of transformation and deep approach theories of learning

“…Transformation theory has been applied to a more diverse array of adult learning contexts, including the work of farmers in Kenya and health workers in USA, in environmental action, and in health interventions (see Cranton, Taylor, & Tyler, 2009;Mezirow & Taylor, 2009). Transformation theory has been applied to some extent in higher education settings but generally in the professional development of teachers and research higher degree supervision (Moore, 2005;Schols, 2012;Stevens-Long, 2012;Taylor, 2000aTaylor, , 2007. Each theory has captured the attention of educators, but in different, and rarely overlapping streams of education.…”

The effects of the '5-step' e-model on teachers' modelling of active teaching using multimedia

“…UDK -37.018.43:004.738.5(497.113)"2014/2015" 37.022/.026(497.113)"2014/2015" 371.12:004(497.113)"2014/2015.5937/nasvas1603647P Стручни рад НВ год. LXV 3/2016.…”

“…Различити облици стручног усавршавања, по мишљењу наставника, требало би да послуже за реконцептуализацију традиционалног образовног система и унапређи-вање метода и облика наставе, посебно уз примену ИКТ-а (Kvalitetno obrazovanje za sve: put ka razvijenom društvu, 2002;Schols, 2012;Stanković i Pavlović, 2007).…”

“…Наставник мора да поседује програмске компетенције, односно да има из-грађен цео систем знања из области свог наставног предмета, као и развијене спо-собности и вештине да ученику пренесе своја знања и вештине (Bjekić i sar., 2008). То значи да наставник мора да поседује особине и вештине инструкционог дизајнера.Различити облици стручног усавршавања, по мишљењу наставника, требало би да послуже за реконцептуализацију традиционалног образовног система и унапређи-вање метода и облика наставе, посебно уз примену ИКТ-а (Kvalitetno obrazovanje za sve: put ka razvijenom društvu, 2002;Schols, 2012;Stanković i Pavlović, 2007).Експанзија веб-технологија донела је могућности за стручно усавршавање на-ставника путем интернета у форми електронског учења (е-учење) (Petrović, 2009). Многе програме за е-учење одобрио је Завод за унапређивање образовања и васпи-тања Републике Србије.…”

Emerging Technologies (ETs) in Education: A Systematic Review of the Literature Published between 2006 and 2016

“…For this reason policies must encourage more publication of experiences and research by teachers, in order to be able to find deeper studies related to the primary and secondary. It was also found that very few studies affect teachers, so it is necessary to carry out research where different training strategies are designed for the incorporation of ET, based on their own contextual needs, become aware of the new options provided by ET to improve the processes of teaching and learning [70] and reflect on their use in the classroom [71].…”