The impact on professional identity in changing education technology contexts

This research project examines the impact on academic professional identity when teachers are required to undertake professional learning activities and training to use new educational technologies and improve their assessment design. At a large university in Melbourne, Australia, analysis of qualitative student Course Experience Survey (CES) data identified the most significant issues with assessment design and implementation. Targeted interactive resources were developed and activities delivered to teachers to improve their skills in designing assessments and providing feedback to students. The assessment review and professional development activities were undertaken in an environment of changing educational technology contexts. A new Learning Management System was being implemented at the University and all courses were required to have an online presence and comply with a set of guidelines. This research investigates the impact of these university strategic requirements on academics. The project adopts Activity Theory to investigate contradictions between achievement of institutional strategic initiatives and the impact that the priorities of teacher's professional identities have on progressing the institutional goals