University teachers' approaches to teaching and their pedagogical use of ICT : A comparative case study of Finland, Japan and India

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Nevgi , A , Tella , S & Nishimura , S 2010 , ' University teachers' approaches to teaching and their pedagogical use of ICT : A comparative case study of Finland, Japan and India ' , US-China Education Review , vol. 7 , no. 7 , pp. 1-14 . https://doi.org/10.17265/2161-623X/2010.07A.001

Title: University teachers' approaches to teaching and their pedagogical use of ICT : A comparative case study of Finland, Japan and India
Author: Nevgi, Anne; Tella, Seppo; Nishimura, Shoji
Other contributor: University of Helsinki, Behavioural Sciences
University of Helsinki, Teacher Education


Date: 2010
Language: eng
Number of pages: 14
Belongs to series: US-China Education Review
ISSN: 1548-6613
DOI: https://doi.org/10.17265/2161-623X/2010.07A.001
URI: http://hdl.handle.net/10138/233010
Abstract: The purpose of this study was to explore what salient characteristics can be found in some university teachers’ approaches to teaching in Finland, Japan and India, and in what ways university teachers in Finland, India and Japan use ICTs (information and communication technologies) in their own teaching. Furthermore, this study aimed to investigate what ICT applications these same teachers use in their teaching. The data were collected via an electronic survey and interviews. The participants (N=21) were university teachers from Finland (N=8), Japan (N=10) and India (N=3). Their approaches to teaching were explored by applying the ATI (approaches to teaching inventory) and its modified version focusing on the use of ICTs in teaching. The study reported in this paper was a pilot study, thus the results are based on the limited number of respondents. The ATI and ATI_ICT subscales and ICT inventory applied in this study have been confirmed to be valid. The university teachers in Japan and Finland differed in their approaches to teaching: The Finnish teachers scored higher on the CCSF (conceptual change orientated, student-focused) approach to teaching than the Japanese teachers, while the Japanese teachers scored higher on the ITTF information transmitting, teacher-focused) approach to teaching. Two Indian teachers were classified as having a teacher-focused approach to teaching, while the third was classified as having a student-focused approach to teaching. The teachers’ differences in their use of ICTs related more to their disciplinary status than to their cultural background. approaches to teaching; use of ICT in teaching; Japan; Finland; India
Subject: 516 Educational sciences
University Pedagogy
Approaches to teaching
Use of ICT in teaching
Japan
Finland
India
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