Abstract
This study investigated teachers’ conceptions of technology integration into their teaching from two renowned technical and vocational education (TVE) institutes in New South Wales, Australia. Thirteen teachers were interviewed using qualitative techniques informed by the phenomenographic approach. The analysis of the data revealed that TVE teachers perceived the use of technology in teaching in four qualitatively different ways: (a) upgrading teacher knowledge, (b) ease of communication, (c) effective teaching, and (d) flexible teaching. Some findings align with existing phenomenographic studies of teachers’ conceptions held in the context of university education. This study contributes to teachers’ conceptions literature by identifying “flexible teaching” as one of the most significant conceptions of teaching within the context of TVE teaching in particular and higher education in general. The findings of the study could have an impact on teaching practice and faculty development programs in both TVE and other higher educational institutes.
Highlights
There has been a growing debate on what improves the quality of teaching in higher education
As technology becomes ever more pervasive in the teaching practice of a developed country like Australia, the role of technology integration in technical and vocational education (TVE) teaching is becoming a major focus of research initiatives (Balaba, 2010; Pellone, 1991)
The findings of this study could be used to inform these research initiatives, as this study provides a second-order experience of the investigated phenomena and provides new knowledge to reinforce existing effective teaching practices
Summary
There has been a growing debate on what improves the quality of teaching in higher education. Selection of teaching approaches for teaching is not a haphazard process; rather it requires careful thinking and decision making. A range of cognitive process (thinking, reasoning, and judgment) is involved when a decision about teaching approach (methods and strategies) is made. Teachers’ associated conceptions of teaching play a significant role in which teaching methods and strategies teachers choose for their teaching (Kember, 1997; Prosser & Trigwell, 1999). Knowing teachers’ conceptions of teaching provides a means for understanding the overall thinking behind a selection and in turn improving the selection of teaching approaches and, expediting better learning opportunities for learners
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