Innovation, ict and teaching: practices and conceptions of professionals in a private hei

Abstract

The hegemonic discourses on Information and Communication Technologies (ICT) in Education construe them as essential tools for widening access to Higher Education (HE) in a context characterized by economic globalization and demands for continued professional qualification. From this perspective, ES is
confronted with the challenge of increasing enrollment numbers by adopting technical "solutions" to guarantee the "quality" and "relevance" of its provision. There is, however, a significant gap between such generalist discourses and reality. This article draws upon a case study that had the general aim of examining teaching conceptions and practices with ICT in HE. Data collection was conducted on a campus of a private Higher Education Institution (HEI), using questionnaires, participant observation and interviews. The discussion is
based upon a thematic content analysis of the 11 interviews conducted with faculty members, adopting as basis literature on Higher Education and critical texts of Educational Technology. Findings suggest that, despite clear
indications of concern with didactics, forms of "innovation" are materialized as uses of new artifacts to support previously conducted practices focused on knowledge transmission. The situation is partly explained by contingencies such as lack of time and specific training, as well as the "solutionism" that  characterizes some institutional actions and demands surrounding ICT. On the other hand, there are indications of practices that suggest enormous commitment to students, work and the institution itself. Thus, the need is reiterated for empirical studies that challenge generalist discourses and, especially, teacher blaming.