Unravelling pedagogy: The role of technology in shaping IT academics’ perceptions and application of teaching philosophy

Advancements in technology provide new possibilities for learning and teaching. This brings a need to understand the mystique of pedagogy and the innovative potential of technology to support student centred learning approaches. Interviews of 25 IT academics were analysed using Straussian Grounded Theory. Four categories emerged from the data: pedagogical development, teaching practice, technology adoption and techno-pedagogical practice. These categories formed the basis of a substantive theory of techno-pedagogical practice. This theory helps to demystify the many ways technology influences IT academics’ pedagogy, and the complex relationship between practice, pedagogy and technology.