A1 Journal article (refereed)
University Teachers as Developers of Technology-Enhanced Teaching : Do Beliefs Matter? (2019)

Heinonen, K., Jääskelä, P., Häkkinen, P., Isomäki, H., & Hämäläinen, R. (2019). University Teachers as Developers of Technology-Enhanced Teaching : Do Beliefs Matter?. Journal of Research on Technology in Education, 51(2), 135-151. https://doi.org/10.1080/15391523.2018.1564894

JYU authors or editors

Publication details

All authors or editors: Heinonen, Kirsi; Jääskelä, Päivikki; Häkkinen, Päivi; Isomäki, Hannakaisa; Hämäläinen, Raija

Journal or series: Journal of Research on Technology in Education

ISSN: 1539-1523

eISSN: 1945-0818

Publication year: 2019

Volume: 51

Issue number: 2

Pages range: 135-151

Publisher: Taylor & Francis

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1080/15391523.2018.1564894

Publication open access: Not open

Publication channel open access:


Previous research has identified a well-established link between teachers' beliefs and the practical implications of technology-enhanced learning (TEL). Until recently, there have been few studies of teachers' beliefs regarding their own role as developers of TEL in higher education. In this study, 18 university teachers' reflective writings on their role as developers of TEL were analyzed. All the teachers had developed their teaching methods for the instructional use of information and communication technologies (ICT). The findings of qualitative thematic analysis indicated four divergent teachers' roles: (1) active developers, (2) adaptive developers, (3) cautious developers, and (4) reluctant developers. These findings can be used to train teachers in educational change. (Keywords: Teacher beliefs, teacher roles, teaching development, technology-enhanced learning, university teaching, higher education)

Keywords: development (active); conceptions; role; teachers; educational technology; higher education (teaching)

Free keywords: teacher beliefs; teacher roles; teaching development; technology-enhanced learning; university teaching; higher education

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Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 1

Last updated on 2022-19-08 at 19:54