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A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context
Open accessAbstract
While there are many studies exploring the phenomenon of lecturers’ use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani university context. We describe how lecturers’ use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers’ daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers’ pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts.
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“In this regard, technology-assisted learning enables a learner to acquire supportive learning materials easily (Hodgson and Shah, 2017).”
From Teachers' Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review (2022) · cites this paper as Hodgson and Shah, 2017
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Cited by
Sorted by citations
Teachers' Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.920317 · Cited by 358
“In this regard, technology-assisted learning enables a learner to acquire supportive learning materials easily (Hodgson and Shah, 2017).”
Background
Metadata
- Authors
- Hodgson, V., & Shah, U.
- Affiliations
- Lancaster University (GB)
- Corresponding author
- Shah, Uzair
- Venue
- Learning, Media and Technology
- Publisher
- Informa UK Limited
- Published
- 2016-03-14
- Volume
- 42
- Issue
- 2
- Pages
- 198-213
- ISSN
- 1743-9884 (ISSN-L)
- 1743-9892
- OpenAlex
- W2297491758
- Cited by
- 8
- References
- 0
- Citations by year
- 2024: 1 · 2023: 1 · 2022: 1 · 2021: 2 · 2020: 1 · 2019: 1 · 2018: 1
- FWCI
- 1.49
- Type
- journal article
- Language
- en
- Open access
- green
- eprints.lancs.ac.uk
- Locations
- Learning Media and Technology (publishedVersion)
- Lancaster EPrints (Lancaster University) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- educational technology, pedagogical understanding, university teaching, developing countries, socioeconomic context, technological constraints, Pakistani universities, educational technology adoption
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