Leadership role and professional development of technology

Abstract

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.

Opinion: Three leadership roles seen in future leaders

“…Leadership roles can play an important role in influencing others (Chhotray et al, 2018; Ötting et al, 2021; Uzorka and Olaniyan, 2022). Marshall Goldsmith, a leader in executive education, has a person call him every day to see how he is dealing with his hectic management consulting game plan.…”

Perspectives About the State of Undergraduate Computing Education in Nigeria

“…Existing research on undergraduate computing education in Nigeria has primarily focused on elementary and secondary education (Basson, 2021;Dlamini & Dewa, 2021;Tshukudu et al, 2023), cultural relationships and methods (Arawjo & Mogos, 2021;López-Quiñones et al, 2023), and technology's role in improving learning experiences (Agbo et al, 2021;Bukar et al, 2016;Olutola et al, 2021;Thomas et al, 2020;Uzorka & Olaniyan, 2023). Some research has explored the relationship between undergraduate education and graduate employability, emphasizing the importance of practical skills and real-world examples (Chukwuedo & Ementa, 2022).…”

Leading the digitalisation process in K–12 schools – The school leaders’ perspective

“…The pandemic has generated challenges, such as skills to use digital technologies in teaching and unexpected opportunities (Corlatean, 2020 ), changing the normal in the education system. Producing new materials for teaching and collaboration in K–12 schools are some examples of opportunities with digital technologies in education (Corlatean, 2020 ; Uzorka & Olaniyan, 2022 ).…”