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.
As technology becomes increasingly integrated with education, research regarding the professional development needs of lecturers making the transition to working in a technology-mediated environment following technological advancement is paramount in improving learning experiences. This study was carried out to investigate the lecturers’ professional development needs with regard to technology. This qualitative study randomly selected a convenience sample of 130 faculty and administrators. Using an interview guide, the interviewers met with 89 participants. Data were transcribed and entered into a database for analysis. The findings reported are uses of technology and professional development initiatives. Most lecturers identify time as their greatest barrier. Recognizing that time is also their most valued asset, lecturers look for professional development opportunities designed to meet their needs, relevant to how they want to apply the technology, with trainers and support people who use principles of andragogy and constructivism when teaching, training, and communicating. The study shows that there is a need for those involved in planning and implementing professional development opportunities to consider the needs of administrators and lecturers, and principles of adult education and constructivism when planning and implementing professional development opportunities.
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