Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.778416
Title: Paradoxes of technology and human behaviour in Japanese higher education
Author: Shiobara, F.
ISNI:       0000 0004 7964 1504
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2018
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Abstract:
Over the past decades digital technology has become ubiquitous in Japanese society in general, but its use in education has not matched the use in other areas. Students and teachers use digital technology for communication, entertainment and research, but it's use in classrooms in Japan is still very limited. This doctoral thesis is an investigation into the paradox between the ubiquity of digital technology in Japanese society in general, and the limited usage in Japanese higher education. Using Grounded Theory, it examines the perceptions of teachers and students to technology in order to investigate the potential for educational technology to improve learning. The results showed that fear of loss of control was a major factor in the decision of whether or not to use digital technology by teaching faculty. In addition, it clearly shows that the widespread perception that younger generations are more enthusiastic about educational technology is incorrect. In many ways the students were less enthusiastic about using digital technology and wanted more traditional styles of teaching, while the teachers were eager to learn how to use new technology in their practice. The research adds to the field of educational technology by showing that it is not a lack of technological expertise on behalf of the teachers preventing technology use. The main factors in deciding whether or not to incorporate digital technology in the classroom by teachers were based on retaining control and reliability of the technology. Teachers were encouraged to use technology by its ease of use and technological support in the case of problems. This thesis offers recommendations as to how institutions can improve trust between teaching staff and university administration to maximise the effectiveness of digital technology within the university. The paradox of technology might be explained by teachers' reluctance to give up control of the classroom to technology and a lack of knowledge of the potential of educational technology by teachers and students.
Supervisor: Kop, Rita ; Johnson, Mark Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.778416  DOI:
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