An Investigation of the Teaching Needs of Faculty Members with regard to Technology

Uzorka, Afam; Ajiji, Yakubu; Osigwe, Menwo Ukechi; Ben, Idoli Nwachukwu

doi:10.46328/ijtes.152

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…These well-intentioned efforts do not fit the on-the-ground realities of the school. This study shows that the community's needs and voices should be centered, so conversations with the teachers and students are key to understanding the context and to ensuring a PD design that benefits the stakeholders (Uzorka et al, 2021), rather than the researchers' pre-determined goals. This study supports prior research on PD of technology-enhanced teaching and learning where goals that are set by the teachers generate more useful and lasting influence on the development of their TPACK and inquiry skills, rather than predetermined, researcher-set goals (Unger & Tracey, 2013;Yurtseven Avci et al, 2019).…”

Section: Technology and Pd Is Not One Size Fits Allmentioning

confidence: 96%

Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

Barksdale

Upadhyay

Vernon

2021

IJTES

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This qualitative case study seeks to document and understand the influence of technology integrated/supported professional development (PD) on preK-12 grade teachers in Nepal. The study focuses on the value of collaborative, university-school relationships to foster buy-in among teachers to integrate technology for increased student learning. We used the TPACK framework and sociocultural theory of learning to understand how and why technology integration at a rural school in a poor country would support more engaged pedagogy for learning. The PDs were co-designed by the researchers with teachers’ input, and further supported in its implementation when teachers tried out the new strategies in their classrooms. Data was collected utilizing methods of observations, self-reflective fieldnotes, informal interviews, and artifacts. Data analysis indicated that effective and locally suitable technology integration relies on building relationships with the teachers and school community; technology integration needs to be focused on the local needs of students and teachers based on their resources and curricular demands; and while limited (mobile) technology integration can support better learning, student-centered inquiry-based pedagogy needs to guide technology use in class. Furthermore, the study argues that recognizing and valuing local cultural and school contexts are central to successful PD in technology integration.

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Section: Technology and Pd Is Not One Size Fits Allmentioning

confidence: 96%

Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

Barksdale

Upadhyay

Vernon

2021

IJTES

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“…A meta-analysis review of forty years of research about the effect of technology on learning revealed a significant, positive small to moderate effect favoring the utilization of contemporary technology under certain experimental conditions over more traditional teaching (i.e., technology free) in the control group (Tamim et al, 2011). Today, it is important to design environments that can increase students' skills and competencies by keeping students at all levels in learning environment in order for distance education applications to be effective and efficient (Bertiz & Kocaman Karoğlu, 2020;Doğru, 2020;Holmes, 2018;Kafai, Tynes & Richard, 2014;Uzorka et al, 2021). The environments that are directly effective in distance education students' learning, content, pedagogy and technology competence levels are important in instructional technology research (Alharthi, 2020;Cohen, 2017;Jacobsen, 2019;Jordan, 2014).…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Graduate Students’ Technological Pedagogical and Content Knowledge (TPACK)

Koyuncuoğlu

2021

IJEMST

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This study aimed to investigate and compare the perception of TPACK competence of graduate students studying at the institutes of Natural Sciences, Social Sciences and Educational Sciences based on the variables of gender, graduate program level and field. The participants of the research consist of 186 graduate students studying at the institutes of Karatay, Necmettin Erbakan and Selçuk University. TPACK Competence Scale was used to collect research data. The results of the research showed that graduate students’ technological knowledge and TPACK competence were moderate. It was also found that male graduate students’ technological knowledge and technological content knowledge were high, whereas female participants had a high-level perception of pedagogical knowledge. In addition, perceptions of TPACK competence varied based on the field and level of graduate education.

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“…There are many ways people can continue to develop their professional skills. Taught courses, self-study courses, seminars, workshops, networks, conferences, mentoring, and job rotation are some examples of professional development methods (Lin & Reddy, 2019 ; Sanders et al, 2022 ; Uzorka et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Modern technology adoption and professional development of lecturers

2023

Self Cite

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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.

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An Investigation of the Teaching Needs of Faculty Members with regard to Technology

Cited by 3 publications

References 23 publications

Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

An Investigation of Graduate Students’ Technological Pedagogical and Content Knowledge (TPACK)

Modern technology adoption and professional development of lecturers

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