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The Challenges We Face: A Professional Identity Analysis of Learning Technology Implementation

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  • Author(s): Geertshuis, Susan (ORCID Geertshuis, Susan (ORCID 0000-0002-9417-572X); Liu, Qian (ORCID Liu, Qian (ORCID 0000-0002-1412-0615)
  • Language:
    English
  • Source:
    Innovations in Education and Teaching International. 2022 59(2):205-215.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      11
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Professional Identity; Technology Integration; Integrated Learning Systems; College Faculty; Teacher Attitudes; Case Studies; Teacher Workshops; Faculty Development; Technological Literacy; Pedagogical Content Knowledge; Teaching Methods; Self Efficacy; Reputation; Foreign Countries
    • Subject Terms:
      New Zealand
    • Accession Number:
      10.1080/14703297.2020.1832904
    • ISSN:
      1470-3297
    • Abstract:
      Institutionally implemented learning technologies are often not adopted or are underused by academic staff. We aimed to better understand this problem by drawing on the notion of professional identity to explore the challenges academic staff experienced when they were to adopt a replacement learning management system (LMS). We describe a single case study approach in which focus group discussions, workshop evaluation data and documents are analysed. We found that challenges academic staff faced lay in the technology being a threat to professional identity, in the sense-making process, and in the diverse and individually distinct nature of teachers' professional identities. Institutional support offered to facilitate staff adoption appeared not to fully address these challenges. The implications for academic development and technology implementation are explored.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1338262