Teacher Educators’ Attitude towards the Pedagogical use of ICTs: A Study from Karachi, Pakistan

Abstract

At present teacher education in Pakistan is in a transitional phase. The Government of Pakistan has developed ten professional standards for teachers’ recruitment and training (NPSTP, 2009). Two subjects ‘Computer literacy’ and ‘ICTs in Education’ have been introduced in the new curriculum to equip prospective teachers with Standard # 7 of NPSTP 2009 (i.e., ‘Effective Communication and Proficient Use of Information and Communication Technologies’) and to enhance contemporary technological skills required by a 21st-century educator. This quantitative descriptive study was aimed to investigate teacher educators’ attitudes towards the pedagogical use of ICTs in the teaching and learning process. For this quantitative study, five research questions, one descriptive and four inferential were formulated. A questionnaire was used for data collection. The sample of the study of 133 teacher educators’ was conveniently selected from different teacher training institutions of Karachi. The descriptive analysis of the attitude scale illustrates the moderate level of positive attitude towards the use of ICTs among teacher educators of Karachi TTIs. The analysis ofinferential questions (null hypotheses) illustrates that there is no significant difference in attitudes of teacher educators concerning gender, age, and experience, and this finding is aligned to recent studies conducted by Mustafina (2016) and Tweed (2013). Consequently, from the findings of this study, it may be concluded that demographical variables (i.e., gender, age, and experience) are not the determinants of teacher educators’ attitudes towards the use of ICTs. The findings of the study suggest that supportive conditions and hands-on training on the pedagogical use of ICTs should be conducted in TTIs.

[Retracted] Evaluation Method of Comprehensive Quality of Environmental Protection Teachers Based on Big Data Analysis Technology

“…And these also can attract students' enthusiasm and interest of learning. What's more, the use of various teaching methods such as question-based, heuristic, case-based which are based on information technology can present the knowledge interesting and concise, so that can guide students to become interested in the course and then extends to the enthusiasm of the course [ 2 , 25 ]. This is the teaching art that university teachers need to have.…”

“…We are in an era of globalization. With the continuous maturity of the Internet, big data, blockchain, and artificial intelligence technologies and their application in education, new types of procedural evaluations and diagnostic evaluations emerge as the times require [ 2 – 4 ]. Evaluation is the “bull's nose” and “baton” of educational development and will become the “steering wheel” of educational development.…”

Relationship Between Prospective Teachers’ Attitude Towards Information and Communication Technology (Ict) and Its Use for Educational Purposes in Gilgit-Baltistan

“…The review of literature revealed that numerous research studies had been conducted on prospective teachers' attitude towards ICT and its use for educational purposes across the world (Ahmed & Kazmi, 2020;Alzaidiyeen, Leong, & Fook, 2010;Kaur, 2011;Mostert & Quinn, 2009;Murray, Nuttall, & Mitchell, 2008;Olakulehin, 2007;Oliver, 2002;Ozdamli, Hursen, & Ozcinar, 2009;Qudais, Al-Adhaile,h & Al-Omari, 2010;Rana, 2016;Watson, 2005;Yuen & Wong, 2003). Even though these studies provided valuable information, however, the findings were not generalizable to the teacher education institutions of Gilgit-Baltistan Pakistan due to contextual differences.…”

“…It affects persons' beliefs and thoughts, opinion and decision regarding adoption or rejection of any object (Imtiaz & Maarop, 2014;Straub, 2009;Teo & Schaik, 2012). Attitude is a fundamental factor and plays a vital role in everyday life situations and in classroom settings (Ahmed & Kazmi, 2020). Smith, Caputi and Rawstorne (2000) define computer attitude as one's general beliefs or feeling in favor or dislike toward ICT and specific computer related activities.…”

Exploring Factors that Serve as Predictors for Mathematics and Sciences Pre-Service Teachers to Use ICT in Teaching

“…The conceptual understanding that technology brings gives students intellectual power/ability? to deal with unfamiliar problems and to grasp intuitively what they know regarding a new phenomenon not previously encountered (Dlamini & Mbatha, 2018;Laurillard, 2013;Kazmi, 2020;Skhephe & Mantlana, 2021). Similarly, Chronaki and Matos (2013, p.14) contend that the use of technology in the mathematics classroom "…favours experimentation and nurtures advanced mathematical thinking rich with creativity and imagination".…”