Resituation or resistance? Higher education teachers' adaptations to technological change

This paper presents the findings from a project that explored teachers' adaptations to technological change in four large classes in higher education. In these classes, lecturers changed from single- to multi-lecture settings mediated by videoconferencing, requiring them to transfer their belie...

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Bibliographic Details
Published in:Technology, pedagogy and education pedagogy and education, 2015-01, Vol.24 (1), p.101-116
Main Authors: Westberry, Nicola, McNaughton, Susan, Billot, Jennie, Gaeta, Helen
Format: Article
Language:English
Subjects:
Adjustment (to Environment)
Beliefs
College Faculty
Colleges and universities
Cooperation
Educational policy
Ethnography
Focus Groups
Foreign Countries
Higher Education
insider research
Interaction
Large Group Instruction
Lecture Method
New Zealand
resituation
Semi Structured Interviews
Teacher Attitudes
teacher beliefs and practices
Teacher Collaboration
Teachers
Teaching
Teaching Methods
Technological Advancement
technological change
Technology
Technology Uses in Education
Video Technology
Videoconferencing
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Summary:This paper presents the findings from a project that explored teachers' adaptations to technological change in four large classes in higher education. In these classes, lecturers changed from single- to multi-lecture settings mediated by videoconferencing, requiring them to transfer their beliefs and practices into a new pedagogical space. The intent of the study was to obtain a ground-level view of teaching with videoconferencing to better reveal the complex relationship between teachers' beliefs and practices around technological integration. An ethnographic approach was used and data were collected through semi-structured accounts, focus group interviews and video recordings of lectures. By conceptualising teachers' adaptation to technology as resituation, the authors highlight how teachers' beliefs and practices are integrated, negotiated and reconciled with the demands of a changed context. They argue that, for any technological initiative to result in positive outcomes, teachers need a clearly communicated plan that provides scaffolding through the transitional stages.
ISSN:1475-939X
1747-5139
DOI:10.1080/1475939X.2013.869509