Factors Shaping Academics' Use of Technology in Teaching: A Proposed Model

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Author(s): Geraldine Torrisi-Steele (Griffith University, Australia)
Copyright: 2015
Pages: 15
Source title: Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-8246-7.ch011

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Whilst academics have generally adopted the use of new technologies in their teaching, literature indicates that only a minority is exploiting technology to provide pedagogically rich learning experiences. This is a significant issue for universities, many of which are making considerable strategic investment into technology-infused teaching, as one way of responding to the pressures of globalization and meeting the needs technology-savvy student cohorts. Providing appropriate support to assist academics to implement effective, technology-infused teaching strategies is thus critical. It is argued that development of appropriate academic support should be informed by an understanding of why academics use technology as they do in their teaching. Towards this end, a model of factors influencing how academics use technology in their teaching is proposed in the chapter. The model arises from a synthesis of relevant literature and the identification of pertinent conceptual frameworks.

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