The Covid-19 pandemic has indeed driven educational technology to the next higher level, especially in faculty teaching and research. There is an increasing need for faculty to embrace new technology, especially with the emergence of new normal in both teaching, learning, and research. To become conversant with the technologies, educators need opportunities for professional development. And to continue to be involved with new and evolving technologies in education, faculty members seek leadership and support. This study was carried out to investigate the leadership role in the professional development of technology in the educational delivery system of Nigerian universities. The study adopted a qualitative approach. This qualitative study randomly selected a convenience sample of 100 faculty and administrators in the faculty of education of 12 universities in Nigeria. Using focus-group discussion sessions, interviews, the researchers met with 100 participants in groups of 3 to 15 each session. Data were transcribed and entered into a database for analysis. The leadership role of faculty members, technology specialists, policy, support, and infrastructure were discussed. The study shows that to help faculty members lead the way in investigating, integrating, and evaluating technologies, faculty members need policies and leadership support, equitable access to technology, support, professional development, and recognition.
This qualitative study investigated the professional development needs of lecturers who are transiting to a technology-mediated environment following advancements in technology. This research work was conducted to address the increasing use of digital tools and platforms in education, shed light on the challenges that lecturers face when adopting modern technology in their teaching, and provide insights on how to design compelling professional development opportunities that address their needs. A convenience sample of faculty and administrators in the faculty of education at a university in Uganda was selected, and 89 participants were interviewed using an interview guide. The study found that most lecturers view time as a significant barrier to their professional development, and therefore, they require professional development opportunities that are tailored to their needs, relevant to their application of technology, and delivered by trainers who use principles of adult education and constructivism. The study shows a need for those involved in planning and implementing professional development opportunities to consider the needs of administrators and lecturers, and the principles of adult education and constructivism when designing and implementing professional development opportunities.
The Covid-19 pandemic has indeed driven educational technology to the next higher level, especially in faculty teaching and research. There is an increasing need for faculty to embrace new technology, especially with the emergence of new normal in both teaching, learning, and research. To become conversant with the technologies, educators need opportunities for professional development. And to continue to be involved with new and evolving technologies in education, faculty members seek leadership and support. This study was carried out to investigate the leadership role in the professional development of technology in the educational delivery system of Nigerian universities. The study adopted a qualitative approach. This qualitative study randomly selected a convenience sample of 100 faculty and administrators in the faculty of education of 12 universities in Nigeria. Using focus-group discussion sessions, interviews, the researchers met with 100 participants in groups of 10 to 15 each session. Data were transcribed and entered into a database for analysis. The leadership role of faculty members, technology specialists, policy, support, and infrastructure were discussed. The study shows that to help faculty members lead the way in investigating, integrating, and evaluating technologies, faculty members need policies and leadership support, equitable access to technology, support, professional development, and recognition.
There is an urgent need for stakeholders to find ways to improve the modes of education delivery, especially based on the experiences and innovations that emerged as positives from the pandemic era. Looking beyond the present situations and challenges that came with the pandemic as it relates to the delivery of quality e-learning, to the post-pandemic and the emergence of the new normal in teaching, learning and research. There is, therefore, a need to carry out this study to enhance a better understanding of e-learning for quality and effective use and delivery of knowledge in our educational system. This study addresses four issues of e-learning: development, accessibility, emerging technologies that bring a new dimension, and cost-effectiveness. The study concludes with the need for Administrators and stakeholders to review institution mandates if accessibility to quality education for sustainable development is to be an achievable goal through e-learning in our institutions.
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