Modern technology adoption and professional development of lecturers

Uzorka, Afam; Namara, Shiellah; Olaniyan, Ademola Olatide

doi:10.1007/s10639-023-11790-w

Cited by 4 publications

(3 citation statements)

References 69 publications

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“…The integration of technology not only presents opportunities for individuals to develop digital skills but also serves as a transformative force in preparing communities for the challenges of the digital age (Fischer et al, 2023). In an era where technological proficiency is increasingly recognized as a key determinant of success, the incorporation of technology in education extends beyond the imparting of academic knowledge (Uzorka et al, 2023). It becomes a catalyst for equipping individuals with essential digital literacy, critical thinking, and problem-solving skills.…”

Section: Finding and Discussionmentioning

confidence: 99%

Technology Integration in Educational Management: Its Impact on Community Participation

Kurniawan,

Purnama,

Siminto

et al. 2024

J.Tirakat

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Education has undergone a paradigm shift from conventional approaches towards the integration of technology as an integral part of the learning process. This transformation aims to enhance the effectiveness and efficiency of learning while preparing students to face increasingly complex global challenges. The objective of this research is to analyze the integration of technology in educational management and its impact on community participation. This study employs a qualitative literature review method with a focus on data collection from Google Scholar for the period 2012-2023. The study's findings indicate that the integration of technology in educational management has brought about fundamental changes in the field of education, not only in administrative aspects but also in community involvement. This transformation has created an educational ecosystem that is more inclusive, flexible, and responsive to the needs of the community. Increased accessibility, parental involvement, student participation, and the development of digital skills serve as evidence that these changes have a significant positive impact.

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Section: Finding and Discussionmentioning

confidence: 99%

Technology Integration in Educational Management: Its Impact on Community Participation

Kurniawan,

Purnama,

Siminto

et al. 2024

J.Tirakat

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“…Digital resources and technologies are used to improve the classroom atmosphere make the educational process more compelling (Santoveña-Casal & López, 2024), and create engaging learning opportunities (Alenezi et al, 2023). According to Uzorka, Namara, and Olaniyan (2023), traditional teaching methods may supplement digital learning environment and then create new chances for student-centered learning contribute to the production of students' knowledge (Otto et al, 2024). At the same time, digital resources and technologies assist evaluation, peer assessment, and self-assessment (Jurāne-Brēmane, 2023).…”

Section: Research Problemmentioning

confidence: 99%

Digital Resources and Technologies for Improvement of Educational Process in Ukraine

2024

FeD

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The contemporary system of higher education necessitates the application of digital resources and technologies. The aim of the research is to manifest the impact of digitalization on the educational process and to outline their incorporation into teaching practices. The descriptive study was applied that is based on the participants’ behaviors, or perceptions of digital resources and technologies used. The following methods were implemented: surveys; observations; content analysis; semi-structured interviews; and questionnaires. Over 60 recent scientific works were selected to evaluate the problem of using digital resources and technologies for improvement of educational process. The research was conducted among 43 instructors of educational institutions. The findings showed that instructors use digital resources and technologies extensively. On the basis of average calculated index, it was concluded that Google Docs, communication tools, smartphone apps, Learning Management systems, games, presentation software, online assessment, AI tools are most effective. Digital resources and technologies are characterized by a number of advantages oriented towards improvement of the educational process. It was found that digital tools are incorporated through a number of techniques and strategies: demonstration, collaborative learning, problem-based learning, project-based learning, and digital games. Instructors stated that they use interactive lecture, peer learning, and simulation-based learning less frequently. The choice of techniques and strategies depends on the course or lesson, educational objectives, students’ needs, and possible challenges which instructors may face. The study outcomes can be used to elaborate funding decisions, curriculum development or teachers’ professional development for formation of digital skills among academic and pedagogical staff.

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“…Lecturers, who integrate ICT and adopt OLE with new teaching practices gained through professional training, can transform the performance of the students(Lawless and Pellegrino, 2007). When lecturers are given time to practice with the technology, they learn, share, and cooperate with their coworkers and thus, adopt e-learning easily(Uzorka et al, 2023).…”

mentioning

confidence: 99%

Lecturers’ attitude towards online learning and education at a tertiary institution in Guyana: A quantitative evaluation

Ally-Charles,

Tyrell,

Hutson

et al. 2024

IJMCR

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The University of Guyana, which is a higher institution for learning utilizes the traditional physical environment for the delivery of education, although they had made a few strides towards the OLE and blended modes. The abrupt shift to OLE at UG began around the onset of the COVID-19 pandemic. While online platforms like Moodle and Examsoft were already in use at UG, it was not entirely utilized and, in most cases, optional. The pandemic forced the administrative body at UG to apply several measures to facilitate OLE for learning and education to continue. This study examines lecturers’ attitudes toward OLE at UG. A cross-sectional quantitative study was employed. Lecturers were conveniently sampled and their ideas, notions, and thoughts related to OLE were explored. Two tools were developed, using a four-point Likert scale to determine lecturers’ attitudes towards OLE. Our study showed that most lecturers at UG have a positive attitude towards OLE. However, factors such as lack of ICT infrastructure, inadequate ICT training, difficulty in preparing examinations on Moodle, and issues in maintaining the integrity of exams precipitated their resistance to OLE. We recommended more stringent professional development and face-to-face proctoring for assessments conducted on Moodle.

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Modern technology adoption and professional development of lecturers

Cited by 4 publications

References 69 publications

Technology Integration in Educational Management: Its Impact on Community Participation

Technology Integration in Educational Management: Its Impact on Community Participation

Digital Resources and Technologies for Improvement of Educational Process in Ukraine

Lecturers’ attitude towards online learning and education at a tertiary institution in Guyana: A quantitative evaluation

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