Journal
JOURNAL OF FURTHER AND HIGHER EDUCATION
Volume 43, Issue 7, Pages 975-988Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/0309877X.2018.1429584
Keywords
Technology; higher education; learning activity; teacher knowledge; self-confidence; TPACK
Categories
Funding
- Consejeria de Innovacion, Ciencia, Empresa y Empleo of the Junta de Andalucia [P10-HUM-6677]
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The European Higher Education Area has promoted reconsidering the role played by teachers at universities. Faculties are expected to design learning activities that promote the acquisition of competencies among students. In this context, technologies have garnered prominence as they contribute to creating student-centred learning environments. This study answers these research questions: (1) To what extent has university teaching changed with the implementation of digital technologies in university classrooms? What technology-based learning activities are incorporated in instructional designs by the teachers? (2) How does the faculty describe the integration of technological knowledge into pedagogical content knowledge when designing and developing technology-based learning activities? (3) According to university teachers, which other factors (intrinsic or extrinsic) determine the use of digital technologies in their learning designs? To answer these questions, we have collected data from two differentiated samples of university teachers using the Inventory of Learning Activities with Technology at the University and semi-structured interviews. First, the results reveal that teachers use technologies to carry out learning activities focusing on the content and the teacher. Student-centred learning activities are only timidly being incorporated. Second, the extent to which such activities are implemented is linked to the teachers' techno-pedagogical content knowledge. Third, the factors that facilitate or inhibit teachers from using technologies in the teaching-learning process respond to intrinsic aspects, such as teachers' knowledge and beliefs, but also to extrinsic and contextual issues, such as the discipline taught or institutional policy at the university regarding the use of educational technologies.
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