Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching
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Towards teaching-sensitive technology : a hermeneutic analysis of higher education teaching. / Stenalt, Maria Hvid; Mathiasen, Helle.
I: International Journal of Educational Technology in Higher Education, Bind 21, 17, 2024.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Towards teaching-sensitive technology
T2 - a hermeneutic analysis of higher education teaching
AU - Stenalt, Maria Hvid
AU - Mathiasen, Helle
N1 - Stenalt, M. H., & Mathiasen, H. (Accepteret/In press). Towards teaching-sensitive technology - a hermeneutic analysis of higher education teaching. International Journal of Educational Technology in Higher Education.
PY - 2024
Y1 - 2024
N2 - Integrating digital technologies to benefit teaching and learning has long been driving higher education. The uptake of technology has been supported by teacher training focused on developing teachers’ capabilities to design for learning. However, in this paper, we raise the point of moving towards teaching-sensitive technology as a clear alternative to current strategies focusing on teachers’ mental processes. To develop this point, the paper offers a qualitative study that explores teaching to identify critical features of technology supporting teachers’ work. Analysing teaching from a hermeneutic perspective, we arrive at six fundamental dynamics within which teachers operate. Based on the factors identified, we present three principles to guide future design of technologies for teaching and two approaches to designing technology sensitive to teachers’ values.
AB - Integrating digital technologies to benefit teaching and learning has long been driving higher education. The uptake of technology has been supported by teacher training focused on developing teachers’ capabilities to design for learning. However, in this paper, we raise the point of moving towards teaching-sensitive technology as a clear alternative to current strategies focusing on teachers’ mental processes. To develop this point, the paper offers a qualitative study that explores teaching to identify critical features of technology supporting teachers’ work. Analysing teaching from a hermeneutic perspective, we arrive at six fundamental dynamics within which teachers operate. Based on the factors identified, we present three principles to guide future design of technologies for teaching and two approaches to designing technology sensitive to teachers’ values.
U2 - 10.1186/s41239-024-00449-2
DO - 10.1186/s41239-024-00449-2
M3 - Journal article
VL - 21
JO - International Journal of Educational Technology in Higher Education
JF - International Journal of Educational Technology in Higher Education
SN - 2365-9440
M1 - 17
ER -
ID: 383257925