Challenges of Professional Development for Technology Integration in Higher Education

Guzmán, Willy Castro

doi:10.18861/cied.2021.12.2.3090

Cited by 6 publications

(1 citation statement)

References 37 publications

(66 reference statements)

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“…Despite the potential of ALT in fostering ICT proficiency among teachers, the framework, like other frameworks, is not insulated from limitations or challenges. Implementing ICToriented SBTPD within the framework of ALT could be hampered by challenges such as the frequency of professional development programmes for teachers, incongruency between training contents and teachers' needs, insufficient ICT resources and infrastructure, as well as concerns over safety and protection of ICT equipment in schools (Ajani, 2021;Castro-Guzmán, 2021;Çelen & Seferoglu, 2020;Munje & Jita, 2020). To overcome these challenges, experts recommend exposing teachers to frequent ICT-oriented SBTPD that focuses on addressing their diverse classroom needs (Warner et al, 2021).…”

Section: Intrinsic-motivation Principle As Correlate Of Ict Training ...mentioning

confidence: 99%

Adult learning theory tenets: A panacea to ICT skills gaps among educators in South Africa

SasereI,

Makhasane

2023

J. educ. (Univ. KwaZulu-natal)

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The integration of information communication technology (ICT) in education is vital for achieving educational objectives, and South Africa has undertaken diverse efforts and initiatives to promote this integration in schools. Despite policy support and financial backing, there persists a gap in educators' ICT skills uptake. This paper adopted conceptual analysis to make sense of the principles of adult learning theory (ALT) as a veritable tool for improving ICT skills uptake among educators. The paper outlines the Department of Basic Education's efforts in promoting ICT integration in schools and discusses the associated challenges. Overall, the article advances ALT tenets in planning and implementing ICT-focused, school-based teacher professional development (SBTPD) in schools. These tenets include the need-to-know principle, self-concept or self-directedness principle, learners' experiences principle, readiness-to-learn principle, orientation-to-learning principles, and intrinsic-motivation principle as effective correlates of ICT-oriented SBTPD training. Based on the explication, the paper recommends reforming existing teacher professional development policies, promoting a decentralised approach to ICT training, and conducting comprehensive ICT needs assessments to design effective ICT-oriented needs-based SBTPD training.

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Section: Intrinsic-motivation Principle As Correlate Of Ict Training ...mentioning

confidence: 99%

Adult learning theory tenets: A panacea to ICT skills gaps among educators in South Africa

SasereI,

Makhasane

2023

J. educ. (Univ. KwaZulu-natal)

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Challenges and Barriers for Effective Integration of Technologies into Teaching and Learning

Bećirović

2023

SpringerBriefs in Education

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Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges

Kansiime

Batiibwe

2023

Discov Educ

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In the wake of COVID-19, higher education institutions worldwide were forced to continue teaching and learning through online means. However, it was only during the pandemic that institutions in Uganda, such as Kabale University, embraced online learning. Against this background, one could not predict how students drastically adapted to the new normal, especially in mathematics, which requires a lot of practice. Thus, this study sought to establish the relationship between behavioural intention to use technology and the adoption of online mathematics learning among pre-service teachers at Kabale University. We conceptualized behavioural intention to use technology according to the Unified Theory of Acceptance and Use of Technology (UTAUT) as comprising four factors: performance expectancy, effort expectancy, facilitating conditions, and social influence. This mixed methods study followed a cross-sectional correlational survey and hermeneutic phenomenological research designs. We collected data from 140 pre-service mathematics teachers, who were sampled using stratified and simple random sampling techniques, through a self-administered questionnaire. Also, we collected qualitative data through nine face-to-face interviews of pre-service mathematics teachers using criterion sampling, where the most prominent criterion was the participant's experience with the phenomenon under study. Using Pearson’s linear correlation, results showed that all UTAUT constructs were related to the adoption of online learning. Simple linear regression revealed that facilitating conditions were the strongest predictor. Furthermore, the narrative analysis indicated that, among others, a lack of technological knowledge hindered learners’ effective participation in online mathematics lectures. Therefore they barely benefited from online learning. Thus, we recommend government universities enhance teachers’ and learners’ technological knowledge, among other facilitating conditions such as establishing strong on-campus Wi-Fi connections as online learning continues.

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Challenges of Professional Development for Technology Integration in Higher Education

Cited by 6 publications

References 37 publications

Adult learning theory tenets: A panacea to ICT skills gaps among educators in South Africa

Adult learning theory tenets: A panacea to ICT skills gaps among educators in South Africa

Challenges and Barriers for Effective Integration of Technologies into Teaching and Learning

Adoption of online mathematics learning in Ugandan government universities during the COVID-19 pandemic: pre-service teachers’ behavioural intention and challenges

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