Reclaiming the teacher perspective in digital education – an analysis of university teachers’ agency

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Reclaiming the teacher perspective in digital education – an analysis of university teachers’ agency. / Stenalt, Maria Hvid; Johnson, Mark William; Aagaard, Jesper.

In: Interactive Learning Environments, 2023.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Stenalt, MH, Johnson, MW & Aagaard, J 2023, 'Reclaiming the teacher perspective in digital education – an analysis of university teachers’ agency', Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2194930

APA

Stenalt, M. H., Johnson, M. W., & Aagaard, J. (2023). Reclaiming the teacher perspective in digital education – an analysis of university teachers’ agency. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2194930

Vancouver

Stenalt MH, Johnson MW, Aagaard J. Reclaiming the teacher perspective in digital education – an analysis of university teachers’ agency. Interactive Learning Environments. 2023. https://doi.org/10.1080/10494820.2023.2194930

Author

Stenalt, Maria Hvid ; Johnson, Mark William ; Aagaard, Jesper. / Reclaiming the teacher perspective in digital education – an analysis of university teachers’ agency. In: Interactive Learning Environments. 2023.

Bibtex

@article{50a3f0da4f124fe7b52b4e47e0134a59,
title = "Reclaiming the teacher perspective in digital education – an analysis of university teachers{\textquoteright} agency",
abstract = "Current approaches to digital technology in higher education teaching and learning often instrumentalise teaching and teachers in paving the way for technology. Reclaiming the teacher perspective, this article explores teachers{\textquoteright} agency in relation to technology in higher education. The aim is addressed through examining how teachers address the technological benefits for teaching. Analysing data from Danish university teachers (n = 479), we identify eight benefits of technology use underpinned by five value categories. The results show that teaching is multifaceted and that several factors contribute to the achievement of agency in digital teaching. The study provides a more substantial basis for making choices on digital education that align with teachers{\textquoteright} values and practices.",
keywords = "benefits, digital technology, Teacher agency, university, values",
author = "Stenalt, {Maria Hvid} and Johnson, {Mark William} and Jesper Aagaard",
note = "Publisher Copyright: {\textcopyright} 2023 Informa UK Limited, trading as Taylor & Francis Group.",
year = "2023",
doi = "10.1080/10494820.2023.2194930",
language = "English",
journal = "Interactive Learning Environments",
issn = "1049-4820",
publisher = "Taylor & Francis",

}

RIS

TY - JOUR

T1 - Reclaiming the teacher perspective in digital education – an analysis of university teachers’ agency

AU - Stenalt, Maria Hvid

AU - Johnson, Mark William

AU - Aagaard, Jesper

N1 - Publisher Copyright: © 2023 Informa UK Limited, trading as Taylor & Francis Group.

PY - 2023

Y1 - 2023

N2 - Current approaches to digital technology in higher education teaching and learning often instrumentalise teaching and teachers in paving the way for technology. Reclaiming the teacher perspective, this article explores teachers’ agency in relation to technology in higher education. The aim is addressed through examining how teachers address the technological benefits for teaching. Analysing data from Danish university teachers (n = 479), we identify eight benefits of technology use underpinned by five value categories. The results show that teaching is multifaceted and that several factors contribute to the achievement of agency in digital teaching. The study provides a more substantial basis for making choices on digital education that align with teachers’ values and practices.

AB - Current approaches to digital technology in higher education teaching and learning often instrumentalise teaching and teachers in paving the way for technology. Reclaiming the teacher perspective, this article explores teachers’ agency in relation to technology in higher education. The aim is addressed through examining how teachers address the technological benefits for teaching. Analysing data from Danish university teachers (n = 479), we identify eight benefits of technology use underpinned by five value categories. The results show that teaching is multifaceted and that several factors contribute to the achievement of agency in digital teaching. The study provides a more substantial basis for making choices on digital education that align with teachers’ values and practices.

KW - benefits

KW - digital technology

KW - Teacher agency

KW - university

KW - values

U2 - 10.1080/10494820.2023.2194930

DO - 10.1080/10494820.2023.2194930

M3 - Journal article

AN - SCOPUS:85152052175

JO - Interactive Learning Environments

JF - Interactive Learning Environments

SN - 1049-4820

ER -

ID: 344331098