Abstract
University teachers continue to strive to support the uptake and use of digital technologies in their teaching to support student learning. This chapter highlights teacher beliefs as expressed in interviews following a professional development project related to the uptake and use of digital technologies in their teaching. The teachers see possibilities in the new tools as well as challenges. Teachers need time to learn and implement these tools in reflection and in line with their own beliefs. They see change as small steps forward. If teachers' uptake of use of digital technologies is to be advanced, and through this technology enhancing learning for themselves and for students, further institutional support to promote design, collaboration, and sharing will be important.
TopBackground
How students experience learning with digital technologies appears to be related to how teachers conceptualize teaching and learning with technology (Kirkwood & Price, 2013). Teachers’ critical examination of their own beliefs, as well as their sharing and discussion of those beliefs with colleagues, may facilitate change (Scott, 2016). Creating an atmosphere in which teachers receive support in believing in their skills and developing their own skills is also important. Professional development should promote technological, pedagogical, and subject-related didactic competences (Ertmer & Ottenbreit-Leftwich, 2010; Mishra & Koehler, 2006; Voogt et al., 2013).
Key Terms in this Chapter
Digital Technologies: Refers to technologies such as online resources, learning management systems, programs and apps, and tools, such as laptops, tablets, and mobile phones used for supporting teaching and learning.
Pedagogical Design: Refers to the intentional and planned pedagogical formulation of subject content and technology for supporting technology-enhanced learning for students.
Collegial Learning: Refers to learning by means of teachers teaching other teachers within work groups, programs, institutions, and between universities.
Technology-Enhanced Learning: Refers to learning that is improved through the use of digital technologies or digital tools, resulting in added value in learning.
Collaboration: Refers to collaborative work in which teachers design, share, and disseminate teaching knowledge and experiences together.
Digital Tools: Refers to laptops, tablets, and mobile phones used for supporting teaching and learning.
Professional Development: Refers to systematic, planned professional training for teachers to develop, improve, and advance their skills in their teaching activities.