This phenomenological study examined the lived experience of five (5) tenured university faculty members over a ten-year span of their professional lives. The purpose of this study was to better understand the lived experience of tenured university faculty, particularly how they negotiated experiences related to the combined influences of technology, tenure, and teaching. While some have suggested that university faculty do not have the necessary skills to transition to this emerging technological era (McKee & Tew, 2013), this study did not attempt to make judgments about whether or not college faculty were prepared to shift their approach to teaching, nor whether such a shift was even necessary. Instead, the study was guided by the following questions: How did a group of tenured faculty negotiate which technologies entered their work and home life?; and How did factors inside and outside of the university shape this experience? Results suggested that technology changed only minor aspects of what it meant to be tenured faculty in higher education; however, the changes and the extent of the changes varied from person to person. This study suggested that factors such as gender, university administration, tenure and the tenure process, and home life played a larger role in the lifeworlds of these faculty. This study adds to the literature on how technology influences university faculty, but it also provides insight to those in higher education charged with supporting faculty use of technology (i.e., instructional designers, technology support staff).

Abstract In order to respond to the challenges posed by technological development, new interdisciplinary concepts and methods in the fields of research and design of information and communication technology are required. The researchers in this fields have been trying to solve design problems by, for example, concentrating on designing for the user experience (UX). Nevertheless, the concept of UX has been widely disseminated and rapidly adapted in many areas of design without it being clearly defined or deeply understood. Not only theoretical study of the phenomenon is needed but also analytical tools to more comprehensively analyse and understand UX. Such an important tool would be a concept that can be used to study practical phenomena in a comprehensive manner. The theoretical objective of this thesis was to formulate a new, “expanded” concept of UX that can be used to describe human experience with technology so that both short-term and longer-term aspects of this experience can be taken into account. Based on the review of the literature, it seemed that Dewey’s concept of aesthetic experience could provide a theoretical frame of reference for an approach aiming at understanding UX in a more comprehensive manner. A broad theoretical concept, such as Dewey’s concept of aesthetic experience, is not directly applicable to empirical research, however. The practical objective of the thesis was to outline a method or a set of methods how the concept can be operationalised. A comprehensive and operational concept of UX is generated based on Dewey’s concept of aesthetic experience that is divided into two levels utilising Leontjev’s activity theory. As a result of the research, the concept of expanded user experience (eUX) and the reflective research method for studying it has been created. This research has shown that by studying longer-term UX in addition to temporal UX and by focusing on analysing the user’s activity it is possible to see a larger and more meaningful view on UX. The reflective research method is particularly beneficial as a long-term research method focusing on the everyday environments of users. / Tiivistelmä Teknologian kehityksen asettamiin haasteisiin vastaaminen edellyttää uusia tieteen rajat ylittäviä käsitteitä ja menettelytapoja informaatio- ja kommunikaatioteknologian alan tutkimuksessa ja suunnittelussa. Alan tutkijat ovat alkaneet etsiä ratkaisuja suunnittelun ongelmiin mm. keskittymällä käyttäjäkokemuksen suunnitteluun. Käyttäjäkokemus käsitteen käyttö on yleistynyt ja se on omaksuttu nopeasti monilla suunnittelun alueilla huolimatta siitä, että käsitettä ei ole selkeästi määritelty tai syvällisesti ymmärretty. Käyttäjäkokemuksen tutkimuksessa tarvitaan paitsi tutkittavan ilmiön teoreettista tarkastelua, myös analyyttisiä välineitä käyttäjäkokemuksen kokonaisvaltaisempaan analysoimiseen ja ymmärtämiseen. Keskeinen väline on käyttäjäkokemuksen kokonaisvaltaista, moniulotteista ja reflektiivistä luonnetta kuvaava käsite, jonka avulla käytännön ilmiöitä voidaan tarkastella kokonaisvaltaisesti. Tämän tutkimuksen teoreettinen tavoite oli kehittää uusi ”laajennettu” käyttäjäkokemuksen käsite, jolla voidaan kuvata käyttäjäkokemusta ottamalla huomioon inhimillisen kokemuksen muodostumiseen vaikuttavia lyhyt- ja pitkäkestoisia aspekteja. Kirjallisuuskatsauksen perusteella vaikutti siltä, että Dewey’n esteettisen kokemuksen käsite voisi ratkaista useita aikaisemman käyttäjäkokemuksen tutkimuksessa ilmenneitä puutteellisuuksia tarjoamalla teoreettisen viitekehyksen lähestymistavalle, jonka tavoitteena on ymmärtää käyttäjäkokemusta aikaisempaa kokonaisvaltaisemmin. Laaja teoreettinen käsite, kuten Dewey’n esteettisen kokemuksen käsite, ei kuitenkaan ole suoraan sovellettavissa empiiriseen tutkimukseen. Näin ollen tutkimuksen käytännöllinen tavoite oli hahmotella menetelmä tai joukko menetelmiä, joiden avulla Dewey’n esteettisen kokemuksen käsite voidaan operationalisoida. Tutkimuksessa kehitetty, aikaisempaa kokonaisvaltaisempi ja operationaalinen käyttäjäkokemuksen käsite perustuu Dewey’n esteettisen kokemuksen käsitteeseen, joka on operationalisoitu jakamalla se kahteen tasoon Leontjev’n toiminnan teorian avulla. Tutkimuksen tuloksena syntyi laajennettu käyttäjäkokemuksen käsite (the expanded user experience), ja sen tutkimiseen tarkoitettu reflektiivinen käyttäjätutkimusmenetelmä (the reflective research method). Tässä tutkimuksessa havaittiin, että keskittymällä pidempikestoisen käyttäjäkokemuksen tutkimiseen hetkellisesti muodostuvan käyttäjäkokemuksen rinnalla sekä analysoimalla käyttäjän toimintaa, voidaan käyttäjäkokemus nähdä aikaisempaa laajempana ja merkityksellisempänä ilmiönä. Reflektiivinen tutkimusmenetelmä soveltuu erityisesti käyttäjien jokapäiväisessä arjessa tapahtuvaan pitempiaikaiseen käyttäjätutkimukseen.

Teachers' use of information and communication technologies (ICT) in the classroom has largely been studied to date with a focus on what is lacking. An important aspect that seems to have been understudied is how teachers' own histories and experiences of ICT connects to their teaching practices - in essence, focussing on what is 'present' and not what is 'missing'. This study examines five teachers working in the same school, but working very differently with ICT in their classrooms. The narratives of their lived experiences highlight the acquisition of their beliefs, attitudes and their in situ behaviours about the role of ICT in the classroom. A critical look at the factors responsible for shaping such behaviours suggests the value of understanding individuals' experiences when planning for technology-utilization, rather than prescribing a "teacher-proof" (Connelly & Clandinin, 1988) approach to technology uptake.

Teachers' use of information and communication technologies (ICT) in the classroom has largely been studied to date with a focus on what is lacking. An important aspect that seems to have been understudied is how teachers' own histories and experiences of ICT connects to their teaching practices - in essence, focussing on what is 'present' and not what is 'missing'. This study examines five teachers working in the same school, but working very differently with ICT in their classrooms. The narratives of their lived experiences highlight the acquisition of their beliefs, attitudes and their in situ behaviours about the role of ICT in the classroom. A critical look at the factors responsible for shaping such behaviours suggests the value of understanding individuals' experiences when planning for technology-utilization, rather than prescribing a "teacher-proof" (Connelly & Clandinin, 1988) approach to technology uptake.