Examining and Understanding Transformative Learning to Foster Technology Professional Development in Higher Education

Authors

  • Maurice Schols Fontys University of Applied Sciences

DOI:

https://doi.org/10.3991/ijet.v7i1.1764

Keywords:

Transformative learning, technology professional development, higher education, emerging technologies

Abstract


Educators are increasingly encouraged to practice life-long learning. Learning to cope with emerging technologies for educational purposes is, for most educators, a complex process. Consequently, educators engage in critical reflective processes, and consider new views as they learn new knowledge and skills so as how to best apply information and communication technologies to teaching and learning. For educators this process can be intimidating and frustrating. The use of new technologies in education requires educators to reconceptualise traditional educational concepts which means that educators need compelling reasons to dramatically change their teaching and learning practice. This paper highlights the significance of Mezirowâ??s transformative learning theory for teachersâ?? technology professional development and provides insight in teachersâ?? learning processes as they learn emerging technologies for educational purposes. The data discussed in this paper have been drawn from a study at Fontys University of Applied Sciences, The Netherlands. The data were collected and analyzed according to a qualitative approach.

Author Biography

Maurice Schols, Fontys University of Applied Sciences

Maurice Schols MA, MSc Lecturer department of English / doctorate student Roehampton University Fontys University of Applied Sciences Fontys Lerarenopleiding Tilburg Visiting address: Prof. Goossenslaan 1-01 Mail address: Postbus 90900, 5000 GA Tilburg The Netherlands Room: B.2.12 Tel.: 0031. 0877 872 630 Mail: m.schols@fontys.nl

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Published

2012-02-29

How to Cite

Schols, M. (2012). Examining and Understanding Transformative Learning to Foster Technology Professional Development in Higher Education. International Journal of Emerging Technologies in Learning (iJET), 7(1), pp. 42–49. https://doi.org/10.3991/ijet.v7i1.1764

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Section

Papers