IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Framing Pedagogy, Diminishing Technology: Teachers Experience of Online Learning Software

Framing Pedagogy, Diminishing Technology: Teachers Experience of Online Learning Software
View Sample PDF
Author(s): Julia Thornton (RMIT University, Australia)
Copyright: 2010
Pages: 21
Source title: Handbook of Research on Human Performance and Instructional Technology
Source Author(s)/Editor(s): Holim Song (Texas Southern University, USA)and Terry T. Kidd (Texas A&M University, USA)
DOI: 10.4018/978-1-60566-782-9.ch016

Purchase

View Framing Pedagogy, Diminishing Technology: Teachers Experience of Online Learning Software on the publisher's website for pricing and purchasing information.

Abstract

This chapter explores frames and sensemaking as a means of understanding the experiences of teachers in higher education who are slow adopters of technology in settings where technology is also inflexible. Literature on teaching online emphasises the differences between online and face-to-face teaching over the similarities between them, and conceptualises this as a discrepancy in expectation between face-toface and online teaching that requires teachers to remodel their approach to overcome it. Problems of low uptake of courseware systems by teachers are commonly identified as either problems of teachers’ insufficient technical knowledge, or as problems of the nature of technology, however it is more useful to understand them as sensemaking problems where teachers deal with new technology using old frameworks. Two cases are explored in depth showing that some frames require less effort to produce good teaching. The paper suggests that teachers with inflexible frames must break them to adapt to online environments. However, a pre-existing pedagogically oriented frame already primed to seek out new settings for learning forms a minimally sufficient frame for sensemaking within an online setting even in the absence of strong technological skills.

Related Content

Jessica A. Manzone, Julia L. Nyberg. © 2024. 22 pages.
Angela Marie Novak, Brittany N. Anderson. © 2024. 27 pages.
Lucy K. Hunt, Erin Yoshida-Ehrmann. © 2024. 20 pages.
Angela Marie Novak. © 2024. 36 pages.
Lynne F. Henwood. © 2024. 19 pages.
Sean Doyle. © 2024. 20 pages.
Nyree D. Clark. © 2024. 26 pages.
Body Bottom