Coronapandemiens indflydelse på universitetsadjunkters holdning til teknologi i undervisningen
DOI:
https://doi.org/10.7146/lom.v14i24.125580Keywords:
corona, adjunktpædagogikum, digital læringsteknologi, holdning til teknologi, emergency remote teaching, Learning Design, kompetenceudviklingAbstract
The article investigates university science assistant professors and postdocs change of attitude towards technology in teaching and learning that is most likely attributed to the Covid-19 pandemic. Using a multivariate analysis based on identical surveys pre and post the outbreak among all assistant professors and postdocs enrolled in the required teacher professional development programme (N = 66) at Aarhus University, four statistically significant themes of change of attitude towards educational technology are identified. The changes are: an increased interest in pedagogical methods and models for technology in teaching and learning, an increased interest in the educational potential and role of the technology, an increased interest in video conference and video, and an increased interest in knowledge sharing and pedagogical support on technology. No adverse changes are identified. Consequently, the investigation identifies a considerable topical potential to overcome the difficult barriers associated with educators’ attitudes towards technology in teaching and learning and the potential for educational and professional development on educational technology.
Downloads
References
Bjælde, O. E., Caspersen, M. E., Godsk, M., Hougaard, R. F., & Lindberg, A. B. (2015). Learning design for science teacher training and educational development. Globally connected, digitally enabled. Proceedings ascilite 2015.
Brickner, D. L. (1995). The effects of first and second-order barriers to change on the degree and nature of computer usage of mathematics teachers: A case study (Doctoral dissertation, Purdue University).
Christensen, C. (2021). ’Vi vender ikke tilbage til det, vi havde før’: Universiteter vil beholde dele af onlineundervisningen. DR Nyheder Indland. 19. marts 2021. Hentet fra: https://www.dr.dk/nyheder/indland/vi-vender-ikke-tilbage-til-det-vi-havde-foer-universiteter-vil-beholde-dele-af
Conole, G., Dyke, M., Oliver, M., & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43(1-2), 17-33.
Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., Cameron, L., Badilescu-Buga, E., & Bower, M. (2016). The Larnaca Declaration on Learning Design—2013. In J. Dalziel (Ed.). Learning design: Conceptualizing a framework for teaching and learning online. Routledge.
Dede, C. (1998). Learning with Technology. 1998 ASCD Yearbook. Association for Supervision and Curriculum Development, 1250 N. Pitt St., Alexandria, VA 22314-1453
Dohn, N. B., Godsk, M., & Buus, L. (2019). Learning Design. Tidsskriftet Læring og Medier (LOM), 12(21), 20-20.
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational technology research and development, 47(4), 47-61.
Ferdig, R. E., & Pytash, K. E. (2021). Preface. In Ferdig, R. E., & Pytash, K. E. (eds.). What Teacher Educators Should Have Learned from 2020. AACE-Association for the Advancement of Computing in Education. Hentet fra: https://learntechlib.org/primary/d/219088/
Fisher, C., Dwyer, D. C., & Yocam, K. (1996). Education & Technology: Reflections on Computing in Classrooms. Jossey-Bass Publishers, San Francisco.
Godsk, M. (2013). STREAM: a Flexible Model for Transforming Higher Science Education into Blended and Online Learning. In T. Bastiaens & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp. 722-728). Chesapeake, VA: AACE.
Godsk, M. (2014). Efficient learning design - concept, catalyst, and cases. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 182-189). Hentet fra: https://ascilite2014.otago.ac.nz/files/fullpapers/146-Godsk.pdf
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause review, 27, 1-12. Hentet fra: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Houlden, S., & Veletsianos, G. (2020). Coronavirus pushes universities to switch to online classes — But are they ready? The Conversation. Hentet fra: https://theconversation.com/coronavirus-pushes-universities-to-switch-to-online-classes-but-are-they-ready–132728
Price, L., & Kirkwood, A. (2011). Enhancing professional learning and teaching through technology: a synthesis of evidence-based practice among teachers in higher education. Higher Education Academy, York, UK. Hentet fra: http://oro.open.ac.uk/30686/
Puentedura, R. (2010). SAMR and TPCK: Intro to Advanced Practice. Hentet fra: http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf
Salmon, G. (2012). E-moderating: The key to online teaching and learning. Third Edition. New York: Routledge.
Rambøll (2020). Undersøgelse af online undervisning og eksamen forår 2020. Aarhus Universitet rapport. Oktober 2020. Hentet fra: https://newsroom.au.dk/fileadmin/Artikler/AU_Kommunikation-Medier/Kommunikation/Undersoegelse_af_online_undervisning_og_eksamen_foraar_2020_191020.pdf
Trust, T., & Maloy, R. W. (2021). Foreword. In Ferdig, R. E., & Pytash, K. E. (eds.). What Teacher Educators Should Have Learned from 2020. AACE-Association for the Advancement of Computing in Education. Hentet fra: https://learntechlib.org/primary/d/219088/
Tsai, C. C., & Chai, C. S. (2012). The "third"-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6). Hentet fra: https://ajet.org.au/index.php/AJET/article/view/810
Witze, A. (2020). Universities Will Never Be the Same after the Coronavirus Crisis. Nature 582. 162-164 (2020) doi: https://doi.org/10.1038/d41586-020-01518-y
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Mikkel Godsk
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the Journal of Learning and Media are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported Licens.
Authors retain copyright and grant the journal right of first publication; simultaneously articles are licensend under the Creative Commons Attribution license: Attribution-NonCommercial-NoDerviatives (by-nc-nd). Read about this license at https://creativecommons.org/licenses/by-nc-nd/3.0/
---
At LOM.dk, you will also find articles from the discontinued Journal for the Continuing and Further Education of the Danish Universities (UNEV). Note that special rules apply to UNEV articles:
It is the authors and any other copyright holder who have the copyright of articles published under the auspices of UNEV, and access to the articles is contingent on users acknowledging and complying with the associated legal guidelines:
- Users may download and print one copy of any UNEV publication for private studies or research.
- The redistribution of articles or the use of these for revenue-funded activities or commercial purposes are not allowed.
- It is not allowed to distribute the URLs of UNEV articles.
