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Information and communications technologies (ICT) in Higher Education teaching – a tale of gradualism rather than revolution

Kirkup, Gill and Kirkwood, Adrian (2005). Information and communications technologies (ICT) in Higher Education teaching – a tale of gradualism rather than revolution. Learning, Media and Technology, 30(2) pp. 185–199.

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URL: http://www.tandf.co.uk/journals/titles/17439884.as...
DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/17439880500093810
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Abstract

The widespread adoption of information and communications technologies (ICT) in higher education (HE) since the mid 1990s has failed to produce the radical changes in learning and teaching than many anticipated. Activity theory and Rogers’ model of the adoption of innovations provide analytic frameworks that help develop our understanding of the actual impact of ICT upon teaching practices. This paper draws on a series of large-scale surveys carried out over a 10 year period with distance education tutors at the UK Open University to explore the changing role of ICT in the work of teachers. It investigates how HE teachers in one large distance learning university have, over time, appropriated ICT applications as teaching tools, and the gradual rather than revolutionary changes that have resulted.

Item Type: Journal Article
ISSN: 1743-9884
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 6213
Depositing User: Adrian Kirkwood
Date Deposited: 11 Jan 2007
Last Modified: 03 Dec 2010 21:09
URI: http://oro.open.ac.uk/id/eprint/6213
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