Technological frames in classroom: a case study for a faculty professional development

Merve Basdogan; Tracey Birdwell; Tripp Harris

doi:10.25304/rlt.v30.2678

Merve Basdogan Post-doctoral Research Associate at Learning Spaces & Mosaic Initiative, Indiana University Bloomington, IN, USA https://orcid.org/0000-0002-6989-9590
Tracey Birdwell Program Director of the Mosaic Initiative Indiana University Bloomington, IN, USA https://orcid.org/0000-0001-7397-2407
Tripp Harris Student in the Department of Counseling and Educational Psychology, Indiana University Bloomington, IN, USA https://orcid.org/0000-0002-7343-2598

DOI: https://doi.org/10.25304/rlt.v30.2678

Keywords: technology, professional development, Carl Mitcham, definition analysis, technological frames

Abstract

Introducing new technologies to faculty members provides opportunities to reconstruct the ways they teach, evaluate, interact, and communicate. Yet, the personal and organisational perceptions regarding the nature of technology can filter, frame, and guide faculty’s interactions with technology. In this case study conducted in a faculty professional development context, we carried out a thematic analysis to explore the technological interpretations in the faculty’s definitions of technology. We analysed 32 definitions through Mitcham’s technological frames categories, and it was observed that faculty attached various meanings to technology in terms of (1) object, (2) knowledge, (3) activity, and (4) volition perspectives. The role of self-interactions and social interactions in higher education has been discussed regarding the formation of technological understanding.

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