Impacting networked technologies on teaching practices

Abstract

The advent of Web 2.0 and the proliferation of the World-Wide Web, enabled networked technologies that changed the way web users interacted within the online environment and amongst themselves. Networked technologies have unleashed a plethora of possibilities for educators to take advantage of by employing them as part of their teaching practices. In this paper we present findings related to the how teaching academics experience networked technologies. A phenomenographic approach and subsequently a quantitative stance was employed to shed light on the nature and a current dynamic of such practices. The outcome of this exploratory research provides crucial and essential insights for higher education (HE) administrators and policy makers on how to regulate themselves with regards to the adoption of networked technologies within their institution. The paper ends with a series of inferences drawn from the results, together with a number of recommendations and conclusions.