Faculty pedagogical developers as enablers of technology enhanced learning

Abstract

AbstractAs the integration of digital technologies in higher education continues to increase, there is a need to understand how to best support university teachers as designers of technology‐enhanced learning (TEL) in order to support students to achieve academic success. In this study, we have examined the Faculty Pedagogical Developer Initiative at KTH Royal Institute of Technology in Sweden, an innovative project to support a bottom‐up change process of teachers as designers of TEL, with the intent to strengthen the professional pedagogical development for the faculty. Data were collected from interviews and official documents. Actor–network theory was applied for the analysis. The results suggest that the initiative stimulated both practical implementation of digital technology in educational programmes and also spurred a debate about teachers as designers of TEL between these pedagogical developers and other teachers across different schools and subjects at KTH. However, there are important social, organisational and technical challenges that should be considered when developing support for university teachers as designers of TEL. This paper concludes that this process requires a deep understanding of four interrelated elements: information, technology, organisation and social arrangements. Practitioner NotesWhat is already known about this topic Faculty interest in applying technology in innovative ways has evolved. Teachers are rarely involved as participatory designers in the TEL contexts. Collaboration among teachers in the TEL design process is an effective strategy. What this paper adds It uncovers dynamics of the bottom‐up change approach of university teachers as designers of TEL interventions. An insight into how the available technology plays a part in transforming teachers’ practices. Deeper knowledge about the usefulness of actor‐network theory in empirical HE research. Implications for practice and/or policy There is a need for a critical perspective on supporting university teachers as designers of TEL. Bottom‐up approaches to the faculty pedagogical development in TEL should be continuously supported from the top. Bottom‐up initiatives should be driven by teachers who are recognised for their teacher excellence and trusted among the faculty.