Authors:
Kirsi Heinonen
1
;
Päivikki Jääskelä
1
and
Hannakaisa Isomaki
2
Affiliations:
1
University of Jyväskylä, Finland
;
2
University of Jyvaskyla, Finland
Keyword(s):
University Teacher, Technology-Rich Learning Environment, Conception, Phenomenography.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Lifelong Learning: Continuing Professional Training & Development
;
Social Context and Learning Environments
Abstract:
This phenomenographic study examines how a diverse group of university teachers conceptualised their role
as developers of technology-rich learning environments at one university in Finland. The research findings
illustrate a variety of conceptions. Five qualitatively different ways of understanding teachers’ roles
regarding the development of technology-rich learning environments were found: 1) innovator, 2) early
adopter, 3) adaptive, 4) sceptic and 5) late adopter. In order to connect the whole set of interconnected roles
to a theory of change, Everett Rogers’ innovation diffusion theory was exploited in the last phase of
analysis. Finally, hierarchically structured categories were created along with five evolutionary themes of
expanding intensity. These findings can be used as an assessment tool among teachers to identify their role
in educational reform.