Weekly Research Seminar Series - Technology Adoption in Teaching

This week, we are delighted to have our colleagues Phil Anderson, Rashita Puthiya, and Conchita Fonseca for our Wednesday research seminar. They will present their research on 'Technology Adoption in Teaching'.

Wednesday Research Seminar Series               

We are pleased to invite you to our Wednesday Research Seminar. It will be held online on 30th Marchfrom 4pm via Microsoft team platform. Wednesday Research Seminar Series was launched in 2008 and has featured more than 310 presentations to date. The seminars provide a forum for researchers to share their work. Presenters include faculty from Middlesex University Dubai and other universities in the United Arab Emirates, as well as researchers from other global institutions. Phil, Rashita and Conchita will deliver seminar on:       

“Technology Adoption in Teaching"  

Phil Anderson, Rashita Puthiya, and Conchita Fonseca

Abstract       

When Universities adopted Emergency Remote Teaching (ERT) in March 2020 as a response to the Covid-19 pandemic, initial challenges were an unfamiliarity with technology and the challenges it presented (Teymori and Fardin, 2020).  However, it is seen by some that these constraints gave opportunities for teachers to consider new pedagogical strategies (Lockee, 2021).  These continued to be explored during the following 2020-21 term, when universities in the United Arab Emirates (UAE) operated a predominantly online mode of study for students.  Due to continued travel restrictions, the 2021-22 term saw a “Hybrid” education space of concurrent online and face-to-face teaching adopted by some universities.  While it is unquestionable that online is now a more accepted mode of delivery, there is debate to be had about how institutions will use the technology in the future. This study looked to understand the current Ed-Tech habits of higher education faculty in the Hybrid learning environment.  Using the SAMR framework (Puentedura, 2010), it discusses the motivations for educators to continue to experiment with online learning, and how universities can continue to use technology effectively purposefully for their students.   This is a multi-method qualitative study, collecting data through three stages.  22 faculty staff were asked to reflect using the SAMR model on their use of technology over an eight-week period. Pre and post focus group discussions gained a unique insight into motivations for experimenting with Ed Tech, and perceptions of their continued usefulness in the hybrid environment.  With the final focus groups being held mid-February, the research is still a work in progress.  However, initial findings show an openness to experiment, and ease of use being a main factor in technology adoption.  Participants considered the technology first before reflecting on its position in relation to traditional tools. Interestingly, when classes were briefly made 100% online again, faculty reverted to the tried and tested methods used in the 2020-21 term.  This research will contribute to the ongoing body of knowledge on technology adoption, and the response of Higher Education institutions to the ongoing pandemic.  The purposeful use of education technology in the hybrid environment has encompassed the best elements of online learning, developing positive relationships in the physical classroom and beyond.  It has also shown potential to increase attachment to the institution and developing student wellbeing (Rovai and Jordan, 2004).  Finally, the research hopes to positively benefit decisions on Ed-Tech investment, and impact policy on supporting the demands of the evolving teaching and learning environments.

Biographies

Philip Anderson is lecturer in Education and Early Childhood Studies. He holds a Masters in Applied Professional Studies in Education from Sheffield University in the UK, and the PGCHE at Middlesex.  As well as technology in education, Philip’s main areas of interest are creativity and the arts in education, particularly music having been a former music teacher.  He is active in building educational partnerships, having organised the “Year in Residence” programme between Middlesex University and several schools in Dubai.  He is currently studying for his PhD at Durham University.

Conchita Fonseca holds a Master’s Degree in Business Administration and a BSc in Internet Science and Technology from the University of Wollongong in Dubai. She also holds certifications in Quantitative Economic Analysis and Level A&P from the British Psychological Society. Her areas of interest include Training, Learning and Development, Curriculum Design and Pathway Development, Leadership Development and Business Innovation and Entrepreneurship. She loves teaching so much that on weekends she teaches youth and young adults at her local church. 
 

Look forward to seeing you at the seminar!