Explaining Teachers 'being in' Technology using Heidegger's Dasein Theory

Introduction & Significance

Digital transformation and innovation in universities have become essential in the modern educational landscape. With artificial intelligence and education moving from labs to classrooms, development priorities and decisions will start to involve corporate developers and large purchasers (Schiff, 2021). In recent research conducted at Thai universities, it was found issues concerning poor teaching skills, unstructured content, lack of follow-up, and technological constraints needed addressing (Aroonsrimarakot et al., 2022). A new generation of learners have been raised on applications and the internet. Technology like AI, AR, and cloud computing are now at the forefront of education (Hashim, 2018). The improvement of learning performance relies on the effective interaction between the various components within an educational ecosystem and its users (Nguyen, 2023). Analysing and designing AI tools and services that cater to the specific needs of teachers can play a part in the learning experience. Continual evaluation of the factors impacting use of applications is crucial to ensure application use effectiveness. This strategic utilisation of tools empowers teachers and stakeholders to provide and share learning resources, fostering sustainable learning practices and creating engaging learning experiences through the integration of educational equipment.?

In 2008, a study by Schibeci et al. (2008) found that the teachers who developed their technological skills (through stages of learning) were able to exploit additional learning opportunities and began to make fundamental changes to their pedagogy (Schibeci et al., 2008). The question asking teachers to describe their experience choosing and using apps may assist in understanding motivators and influences for the decision making in choosing digital tools.?

Theoretical Considerations

Edmund Husserl, hailed as the modern father of phenomenology, proposed a re-evaluation of how consciousness is viewed. According to Husserl, our understanding of consciousness is corrupted by natural scientific, cultural, historical, and philosophical interpretations (Bogdanova, 2019). Husserl saw the need to process consciousness to its most basic form, free of preconceived notions and ideas. His phenomenological approach centered on what he termed "Intersubjective experience," implying that constitution, being inherently epistemic, arises from shared experiences (Schnell, 2010). Husserl perceived every object as the "achievement" of an intentional act, underscoring the pivotal role of intentionality in his phenomenological constitution (Mudri, 2021). The transcendental ego, according to Husserl, is not a thing or substance but rather a structure of consciousness, reinforcing his belief in the epistemic roots of constitution. In this perspective, it is the subjects themselves, through their epistemic consciousness, who initially constitute the world via their communicative acts. Essential to Husserl's theory is the concept of transcendental reduction, a method that 'brackets off' or suspends judgement about the external natural world's existence, and we can focus on the analysis of the experience (Nicholls, 2019). What we are left with is the isolation and purification of pure consciousness, stripped of psychological and worldly interpretations and descriptions (Sujatha, 2022).?

Heidegger made a shift in the field of phenomenology by moving attention from the structure of consciousness to the fundamental question of ‘being’ itself. He critiqued Husserl's phenomenology, objecting to the idea that the human being as a detached observer of objects and emphasising the inseparability of subject and object (Horrigan-Kelly et al., 2016). Heidegger rejected Husserl's belief in reduction, asserting that scientific explanations alone could not account for the subjective realm. Instead, he viewed the world as an integral part of human experience, diverging from Husserl's reductionist approach. In his influential work "Being and Time," Heidegger introduced the concept of "Dasein," commonly translated as "being-there," which referred to the everyday engagement of individuals with the world (Rowan, 2016, p.90). This ontological influence on phenomenology shifted the primary question from the nature of consciousness to the essence of awareness (Horrigan-Kelly, Millar, & Dowling, 2016). Heidegger considered "being" as the attitude to human existence regarding the ordinary and everyday life (Horrigan-Kelly et al., 2016). He highlighted that individuals are thrown into a world already constructed with pre-existing meanings, which were not chosen or constructed by oneself (Gunther, 2008). By exploring the fundamental structure of Dasein's existence in the world, Heidegger emphasised a need to perceive existence as a whole. He depicted Dasein as an entity capable of understanding its own Being and possibilities (Horrigan-Kelly et al., 2016). According to Heidegger, understanding is attained through active engagement with the world (Horrigan-Kelly et al., 2016).

Justification for Heidegger

Heidegger's philosophical framework emerges as potentially better for this study that's focus is to explain experiences teachers have with using and accepting technology for a number of reasons. Central to Heidegger’s philosophy is the exploration of ‘being’ itself, interrogating the essence of 'what it means to be' at the most fundamental level. The premise that affective experiences are meaningful (Elpidorou & Freeman, 2015) can affect the fundamental features of our own individual human existence. These individual experiences warrant investigation as we develop themes of experience. Heidegger argues for an interpretive method, one that posits understanding and interpretation as integral facets of investigating being (Cucen, 2017). The focus on historical and situational aspects of experience emphasises the unique contextuality of individual experiences. Therefore, Heidegger's philosophy, which seeks to understand 'what it means to be' and human decision-making processes, is ideally suited to the proposed study where the experiences being recorded are to be based on actual workplace situations and what from this environment may affect teachers in their application choices. Heidegger’s emphasis on understanding and interpretation as integral parts of investigating ‘being’ aligns perfectly with the objective of this research.

Project Scope

Heidegger's theory of Dasein to describe the existence of human beings, highlighting its distinctive way of existing in the world. Dasein is characterised by self-awareness, the recognition of its own existence, the experience of time, and the ability to comprehend and interpret its surroundings (Sherman, 2009). Dasein can be broken into two foci, they-self, and the authentic self. Heidegger argues in our daily lives, we conduct ourselves according to a 'generic-they', a crowd consciousness condition (Anowai & Chuwujekwu, 2019). The true authentic self can only emerge once an individual isolates themselves from the generic-they, or the others, questioning the conventions and assumptions through inquiry. The first focus of this research is to find the theme for they-self within the Liberal Arts English for Business Communication department.

Expectations

Dasein as a concept in the digital infrastructure has implications for 'being there'. The foundation to understand the assumptions and preconceptions of working in a Thai higher education institution with technology has merit as this theme searching could help understand the 'being' that the environment has created. It is important how we can influence the development and design process for the new reality within this ongoing confrontation between man-made reality and the new digital reality (van Lier, 2022). The expectations of this research is to develop a theme that explains the experiences and influence of technology, and further plan to find patterns in use that could be impediments to digital efficiency.

Participants

A convenience sample may be best to use in order to save time and financial resources. This sample is drawn from an easily accessible population (Andrade, 2021), being EAL teachers from the Faculty of Liberal Arts at a Bangkok university. Using the criterion named Criterion-i, which supports choosing participants with an assumption that they possess knowledge and experience with the phenomenon of interest (Palinkas et al., 2015). There is a risk of unrepresentative sampling due to the size of the participants (Schutt, 2008), but this will be kept at a minimum as all teachers will be from the EAL teaching team from the liberal arts faculty. This caveat to the sample population may have some crossover with other universities' EAL teachers in liberal arts faculties at Thai universities. While these studies can have high internal validity if well-executed, their external validity is limited due to unrepresentative sampling.?

Time Constraints

Time constraints can have a significant impact on the quality of qualitative research (Cobern & Adams, 2020). Qualitative research should be conducted with rigour and transparency, including clear research objectives, rigorous procedures, a representative sample, critical analysis of data, reflection on researcher bias, and consideration of transferability of findings. (Kitto, 2008). This can lead to a number of challenges, including incomplete data, rushed analysis, and incomplete findings. An emphasis on rapid approaches to research will be investigated.

Qualitative Methodology Justification

Martin Heidegger's interpretive phenomenological research method presents an argument against the limitations of traditional ontology, highlighting the significance of understanding Dasein or 'being-in-the-world (Keane, 2020).' In contrast to traditional phenomenological ontology, which accentuates the awareness of one's experiences in a meaningful way, Heidegger propounds a research approach that seeks to investigate lived experiences where meaning is inherent within the experience itself (Heotis, 2020). This method is interpretive in nature and is particularly concerned with the study of identity, considered by Heidegger as a complex entity rather than a mere unity of a thing with itself. His perspective introduces the concept of transcendental identity, which represents the authentic 'being', or self (Willis et al., 2016). Unlike the descriptive-oriented phenomenological research methods which aim to understand the essence of the phenomenon under study through vivid and precise descriptions of the lived experience, Heidegger's phenomenological inquiry insists on interpreting the subject matter through historical critiques (Pham, 2022). This contrast underscores the profound theoretical implications of Heidegger's interpretive phenomenological research method.

Methods

Heidegger's interpretive approach supports the use of Interpretative Phenomenological Analysis (IPA). IPA examines how individuals assign meaning to their lived experiences, drawing on the conceptual underpinnings of phenomenology research, particularly Heidegger's notion of 'in the world' experiences. Heidegger's contributions to the existential philosophical movement were instrumental in emphasising the subjective experience of individual existence, as well as the accompanying notions of freedom and responsibility (Flynn, 2006). A key tool employed in qualitative research, particularly within educational studies, is the semi-structured interview process. This method involves formal conversations between the interviewer and respondents, following a predetermined interview guide (Ruslin et al., 2020). By utilising open-ended questions, the semi-structured interview allows for flexibility in exploring relevant topics beyond the confines of the guide, thereby affording participants the opportunity to reveal more about themselves and their experiences (Alamri, 2019).

Rapid research techniques have emerged as valuable tools in the field of qualitative research, offering numerous benefits such as time and cost savings, improved accuracy, and enhanced data collection. Among these techniques, interview analysis and real-time interpretation have proven useful, especially for researchers with limited budgets (Vindrola-Padros et al., 2020). This rapid approach will allow the dissemination of results faster than conventional research means. As time is limited, this approach will offer the best compromise to understand teachers' experiences using applications for education and training. The RADaR technique involves several steps for analysing qualitative data rapidly (Watkins, 2017). In Step 1, all qualitative data transcripts are formatted consistently. A move from ‘open codes’ to ‘focused codes’ is applied, after open coding results are analysed, patterns are identified, code headings are then created, and finally develop operational definitions for focused codes (Watkins, 2012). In Step 2, the formatted data is transferred to a Phase 1 data table, which serves as the foundation for the analysis. Analysts review the transcripts to identify commonalities and differences and establish a research question. Step 3 involves creating a Phase 2 data table by reducing irrelevant information and focusing on data relevant to the research question. Focused codes derived from the data can be developed into concepts and themes. In Step 4, data is further reduced through repeated application of Step 3, with the collaboration of the team. Finally, in Step 5, the final data table is used to create project deliverables such as reports or presentations, incorporating relevant quotes and notes. The all-inclusive Phase 1 table can be used to address different research questions and create multiple deliverables.

Complexities with Heidegger and Epistemology?

Heidegger is problematic for epistemology as his philosophy is concerned with the nature of knowledge, and therefore attention towards what humans can truly know (Grix, 2002). The lifeworld is the everyday world of human experience, characterised by communication, culture, and embodiment. It is the foundation of all knowledge and understanding, and it is where we are all "thrown" into existence (Heelan, 1998), creating issues for epistemology and the finding of a consistent truth. Notably associated with Heidegger, the notion of 'hermeneutic philosophy' emphasises the significance of the human situation and interpretation in philosophical inquiry (Heelan, 1998). It is emphasised that natural scientific methodology should fundamentally differ from social scientific methodology. Epistemology, in its pursuit of identifying knowledge and uncovering presuppositions and assumptions, plays a critical role in this endeavour (Cunningham & Fitzgerald, 1996). The realm of human action, as discussed by Rasool (2018), can remain in the presupposition and practices of culture. The hermeneutic philosophy values dialogue, compromises, probability, and constant adjustment of positions based on new evidence (Crusius, 1991). Heidegger's interpretive philosophical approach to inquiry can become problematic due to the inherent ability of human interpretation, understanding that findings may not be transferable to larger groups must be assumed.

Ethical Considerations

Kant's moral philosophy presents three formulations of the Categorical Imperative, with two being significant for this study. The first formulation states that individuals should act in a way that their actions could ultimately become a universal law. The second formulation highlights the need to respect the dignity of all human beings, emphasising that individuals should not manipulate others for their own ambitions (Chikwado Ejeh, 2022). Phenomenology, as a qualitative research approach, aims to comprehend and describe the lived experience of a phenomenon from the perspective of those who have directly experienced it. It is characterised by the study of phenomena as they manifest in our subjective experience, encompassing how we perceive, understand, and attribute meaning to these phenomena (Neubauer et al., 2019). Differences in these phenomena amongst participants may occur. Free individuals possess spiritual and moral agency, allowing them to determine and cultivate themselves (Eberle, 2012). Efforts to respect the authentic persona of the individual should be addressed through the data analysis processes.?

Thailand has implemented the Personal Data Protection Act (PDPA) as an effort to codify and safeguard individual freedom, in particular from electronic data collection. The PDPA regulates the collection, use, and disclosure of personal data, aiming to protect individuals' privacy rights (OneTrust Data Guidance et al., n.d.). It is worth noting that Thailand's PDPA laws allow participants the right to be informed about how their data is being used. When conducting phenomenological research, it is essential to involve participants in the research process, ensuring their active participation and keeping them informed about the interpretation of qualitative input. The describing stage of research can be open-ended, allowing participants to contribute to the interpretation and minimise the risk of misrepresentation and manipulation by providing regular updates on the data analysis. This openness and flexibility align with Thailand's PDPA guidelines, enabling participants to ensure that their feelings, beliefs, and concerns are accurately understood and not misinterpreted, and ensuring agency over the interpretation of their data.

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