Research students’ conceptions of the role of information and communication technologies in educational technology research

Markauskaitė, Lina; Wardak, Dewa

doi:10.14742/ajet.1419

Cited by 4 publications

(1 citation statement)

References 44 publications

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“…This sample size could be considered as small in some methodologies, such as quantitative research; however, it is adequate for a qualitative phenomenographic study. Other similar phenomenographic studies that have investigated new phenomena were based even on smaller samples than the present study (e.g., Barnard & Gerber, 1999;Forster, 2013;Limbu & Markauskaite, 2015;Markauskaite & Wardak, 2015). Second, the participants came from three TAFE institutions only.…”

Section: Limitations and Future Researchmentioning

confidence: 79%

Technical and Vocational Teachers' Conceptions of ICT in the Workplace: bridging the gap between teaching and professional practice

Khan

Markauskaitė

2017

Journal of Educational Computing Research

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This article presents the results of a study, undertaken from a phenomenographic perspective that examines teachers' conceptions of Information and Communication Technology (ICT) in the workplace. Twenty-three teachers from three Technical and Further Education institutions in Australia participated in semistructured in-depth interviews where they discussed their experiences regarding how ICT is being used in the professional workplaces for which they prepare their students. Interviews were analyzed using an iterative process. The outcomes revealed that ICT in the workplace is conceived in three qualitatively different ways: using ICT for various regular work-related tasks; helping accomplish a job more effectively; and using ICT as an essential tool in professional activities. Three dimensions of variation-accessing and receiving information, communication, and professional development-were identified and explored to establish relationships among the categories of description. These findings provide useful knowledge for minimizing the gap between teaching in vocational institutions and workplace practices. They inform ICT

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Section: Limitations and Future Researchmentioning

confidence: 79%

Technical and Vocational Teachers' Conceptions of ICT in the Workplace: bridging the gap between teaching and professional practice

Khan

Markauskaitė

2017

Journal of Educational Computing Research

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Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price

Durden¹

2018

International Journal of Educational Research

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In describing peoples' conceptions of phenomena, most phenomenography/variation theory research does not distinguish between generalised aspects of conceptions and contextualised aspects. This study suggests this approach may have limitations. The concepts of the external and internal horizon are used to provide evidence that graduates' conceptions of price consist of a combination of generalised and contextualised elements, where each horizon can be described in terms of qualitative differences. This way of approaching conceptions allows for a crisp delimitation of a phenomenon from its context, captures their relationship, and is consistent with the principles of phenomenography/variation theory. Findings raise questions about connections between internal and external horizons and the 'correct' way to sequence variation in order to trigger conceptual change.

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A Review of Maps in PhDs: Is Your Map Worth a Thousand Words?

Coetzee

Carow

Snyman

2022

The Cartographic Journal

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Maps are useful for providing location context and for graphically presenting spatial relationships. They are often used in PhD dissertations to show the location of a study area or to present scientific results. These maps have to tell their story without the PhD candidate being present. We searched for maps in 575 PhD dissertations, and reviewed 192 maps in 65 of these: 38% were created by PhD candidates, 48% were inserted and 14% were adapted from other sources. Maps prepared by PhD candidates had more design shortcomings than other maps. Nevertheless, the number of problems with maps from other sources suggests that guidelines for including them in a dissertation could be useful. Our results suggest that PhD candidates use GIS software to design maps, but that there is room for improvement to guide users towards appropriate design choices.The results will help to plan support services for PhD candidates at universities.

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Research students’ conceptions of the role of information and communication technologies in educational technology research

Cited by 4 publications

References 44 publications

Technical and Vocational Teachers' Conceptions of ICT in the Workplace: bridging the gap between teaching and professional practice

Technical and Vocational Teachers' Conceptions of ICT in the Workplace: bridging the gap between teaching and professional practice

Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price

A Review of Maps in PhDs: Is Your Map Worth a Thousand Words?

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