This is the presentation we did at the emerge2012 online conference.
[slideshare id=13834731&doc=emergepresentation-120802031653-phpapp01]Abstract:
This study was aimed at understanding the uses of emerging technologies at a large University of Technology in South Africa by employing a mixed-method study design. Quantitative results of an institution-wide survey by staff in 2010 with follow-up interviews from selected lecturers in 2011 were used. The study draws on Czerniewicz and Brown’s adaptation of Laurillard’s conversational framework, as a comparison between practices amongst three different groups of staff, categorised by their level of engagement with emerging technologies. Findings of the study indicate that lecturers, who used emerging technologies extensively, engaged in a wider range of ICT-based learning strategies than those who did not, in particular in dialogical and collaborative learning strategies. The results also revealed technologies promoted student-centred learning; integration of personal, academic and professional lives; and individual staff and student engagement, all qualities of disruptive uses of emerging technologies.
Key words: emerging technologies, disruptive technologies, conversational framework, Laurillard.