Assocation for the Advancement of Computing Education
Faculty of Education and Arts
School of Education and Arts
We have argued before that personal learning experiences and, to a degree, the teaching experiences of lecturers could be seen as directive indicators of their e-learning uptake. We have also proposed that their 'narrative situatedness' is where we believe reasoning about engagement with educational technology can be found. Through narrative analysis of a number of interviews conducted with lecturers we have identified contrasting 'stories' from two lecturers who started out using technology in their teaching at around about the same time within an Education Faculty. These two narratives provide insight into why the one lecturer (Ellen) succeeded in her e-learning endeavours and why Rose has not yet managed to change her fundamental ideas about teaching and knowledge in any significant way. These two narratives are presented in this paper to expose these lecturer's unique and contrasting 'cultural worlds' and shed light on issues that may not have emerged through other methods.