Rags to Riches and Conflict on the Playground: Contrasting Narratives of E-Learning in an Education Faculty
Year: 2006
Type: conference-paper
Abstract: : We have argued before that personal learning experiences and, to a degree, the teaching experiences of lecturers could be seen as directive indicators of their e-learning uptake. We have also proposed that their 'narrative situatedness ' is where we believe reasoning about engagement with educational technology can be found. Through narrative analysis of a number of interviews conducted with lecturers we have identified contrasting ‘stories ’ of two lecturers who began to use technology in their teaching at around about the same time within an Education Faculty. These two narratives provide insight into why the one lecturer (Ellen) succeeded in her e-learning endeavours and why Rose has not yet managed to change her fundamental ideas about teaching and knowledge in any significant way. These two narratives are presented in this paper to expose these lecturer’s unique and contrasting ‘cultural worlds ’ and shed light on issues that may not have emerged through other methods.
Institutions: University of Johannesburg, Edith Cowan University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1518147799