Lecturer’s Attitude towards Advance Technology and Its Impact to the Learning Process: Case study in Tangerang City Campuses

Abstract

This research aimed to determine the qualifications of lecturers in the field of social science depended on the use of advance technology, especially the power points, the Internet, and social media site. The problem that some of the lecturers preferred to use the traditional way of teaching, such as whiteboard and marker, lectures. This study research was to observe the categories of lecturers' knowledge, ages and gender in using technology in the classroom. Also we sought lecturers' difficulty in using technology to conduct the teaching and learning process in the classroom. The research design in this study was a quantitative method, with giving questionnaires to 107 lecturers in Tangerang City campuses. Data collection technique was taken by conducting observation, questionnaires and interview and data analysis. The result of this study research showed that there are 5 categories of lecturers' attitudes towards advance technology based on their knowledge, ages and gender. And the purpose of the study research is to give an opportunity to increase lecturers' qualifications for 2st century learning process and to leverage advance technology in campuses which it is to deliver contents and to engage students and lecturers learning process in ways not previously possible.

Prediction of Factors That Affect the Knowledge and Use Higher Education Professors from Spain Make of ICT Resources to Teach, Evaluate and Research: A Study with Research Methods in Educational Technology

“…They still possess a level of competence that is more technical and communicative than pedagogical, as the educational potential of ICT is not exploited for its effective incorporation in teaching-learning processes (teaching and evaluation) as well as in relation to research. This is corroborated by previous research which has found that university teaching staff have tended to develop their digital pedagogical competence in different ways [9][10][11][12]46].…”

“…All these factors imply that teaching staff in general, and university teaching staff more specifically, must have a high level of digital training. Nonetheless, various studies confirm that university teaching staff continue to integrate ICT into their teaching practice in different ways as a result of vast differences in their levels of pedagogical ICT competence [9][10][11][12]. It is necessary, therefore, for professors to be committed to the educational purpose of providing their students with learning opportunities through innovative methodologies strategies where ICT is present in an active way [13].…”

“…According to different studies analyzed, the level of development of professors' digital pedagogical competence is not influenced by variables such as age, gender, years of teaching or professional category [34][35][36]. However, other studies claim the opposite, noting a negative relationship between the age of professors and their integration and attitudes towards ICT [11,12,37], or belonging to one genre or another influences their level of digital competence [9,10].…”

Technology Transformation and Its Impact on Lecturer’s Performance

“…Thus the impact of engaging and empowering learning on the lecturer is acceptable. Technology would engage, empower lecturers to a new level of learning which is emerging technology tools and services to help lecturers develop the skills that they need for teaching in the 21st-century learning process (Mardiana, 2018). It is believed that by bringing the Internet into every classroom, would bring the world and a majority of relevant precious resources for learning, and not only the promise of increasing efficiencies and productivity but also it could be a catalyst for defining a new Jurnal Pendidikan Indonesia (JPI) | 157 approach to teaching and learning as a new knowledge-based (Tomorrow, 2011).…”

“…Some lecturers use the virtual learning environment only to provide notes and submit assignments, including a comprehensive reading list of books and articles for students to read. Surprisingly, the students do not read books; in fact, they pull them apart for quotes at assignment (Graham, 2016;Sweden, 2017;Mardiana, 2018).…”