An activity theory approach to study barriers of faculty regarding technology integration in higher education
Information and communication technologies are instruments for supporting new ways of teaching and learning. Nevertheless, its impact concerning scope has not reached the expected level. This strain between benefits and impact has been inquired from the perspective of barriers of teachers to use...
| Autor Principal: | Castro, Willy |
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| Formato: | Otro |
| Idioma: | Inglés |
| Publicado: |
10th International Technology, Education and Development Conference. Inted
2021
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/11056/19145 |
| Sumario: |
Information and communication technologies are instruments for supporting new ways of teaching and
learning. Nevertheless, its impact concerning scope has not reached the expected level. This strain
between benefits and impact has been inquired from the perspective of barriers of teachers to use
technology. Ertmer’s approach establishes first-order and second-orders barriers as hinderers for
teacher’s adoption of technology. The study intends to answer what are the barriers existing in the socalled enthusiastic faculty teachers regarding technology integration in Education? Findings call for a
reconceptualization in the study of barriers arguing that the teaching process is a complex and
dynamic activity that needs to be examined from a collective perspective. Cultural-Historical Activity
Theory is the theoretical framework used in the study. It concludes with the necessity of overcoming
the existing dichotomies between enthusiastic-resistant teachers, the intrinsic-extrinsic barriers, and
claims for passing from an individual to a collective approach to ICT integration in education. |
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