about scholarly identity (ies)…

I am a learning technologist. My interests are in technology integration in the spaces where adults learn. I think that learning technology can be transformative. It can transform how you think. It can transform what you do. It can transform how you think about what you do.

I believe technologies have affordances which can impact how information is communicated. The communication of information by technology can influence learning by using the variety of media to convey information in different ways making it accessible to the spectrum of learners.

My research centers at the intersection of technology integration and adult learning. What are the experiences of adults learning technology and learning with technology? A secondary exploratory strand in my research are the barriers and supports, both in the institutional systems and social environments, which impact learning technology for adult learners.

My development as a researcher has been heavily influenced by naturalistic traditions. I believe there is great value in interpretations of lived experiences and that social context is important to gaining understanding. What is learned in one experience, though maybe not generalizable, may be helpful to understanding other situations.

My pedagogy is driven by a critical perspective toward technology in learning experiences. Working with other adult learners, be they undergraduate students, k-12 teachers, higher education faculty, or other professionals, it is fundamentally important to me that the learner feel agency in their learning. Technology is adopted for different reasons and at different paces, I think it is important to meet learners where they are and build from there. This constructive perspective can facilitate adults having transformative learning experiences and shifting to being more self-directed in their learning technology.

My developing scholarship lends voice to the experiences of adults learning technology. My current work addresses learners underprepared for technology rich higher education learning environments, k-12 teachers in STEM and other disciplines learning different contexts for teaching with technologies, in-service higher education faculty retooling their technological skill-sets, and supporting technology adoption in higher education.

Andzenge, 2014

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