Abstract
Considerable research has been done on teachers' conceptions of teaching in higher education in face-to-face settings. Yet, research on teachers' conceptions of teaching in ICT-enhanced teaching environments in higher education is rare (Gonzalez 2009, 2010). The current study, which is a part of an in-progress PhD project, seeks to build on the few studies found on this topic e.g. Roberts (2003), Gonzalez (2007, 2009, 2010) and further explore teachers' conceptions of teaching in ICT-enhanced teaching in the context of Saudi Arabian Higher Education. Therefore, this study will examine teachers' understanding of the role of ICT in teaching to see whether or not their conceptions are consistent with findings of previous studies in other contexts. The study also aims to explore any contextual factors that might affect teachers' conceptions and therefore their approaches in using ICT in teaching. However, what makes this study different from the previous studies is that it takes a different perspective in dealing with the issue. This will be achieved by examining the issue through the lens of Cultural Historical Activity Theory (CHAT). CHAT is a valuable theoretical framework that can be used to analyse and understand the dynamics of ICT-enhanced learning environments (Engestrom and Escalante 1996, Bannon and Kaptelinin 2000). Using qualitative research methods (i.e. observations, interviews and documents' analysis), this study takes one university in Saudi Arabia as a case study.