Higher education teachers’ experiences of networked technologies for teaching

Abstract

The fifth volume in the Education Research Monograph Series (ERMS) is firmly rooted in the networked era. It explores academics’ disposition towards technology and the actual use of available technologies in teaching and learning. The context analysed by Cutajar refers to a Higher Education institution which is slowly emerging from a pedagogical history characterised by transmission of knowledge, consumption of information by students, physical spaces that largely promoted transmission of expert knowledge, an assessment regime that often gauged the level of consumption of prescribed knowledge and an educational milieu that privileged individual performance over collective engagement. [Series Editor’s Preamble]