Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Bücher
Zeitschriften
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
MTZ-Fachkongress

Antriebe und Energiesysteme von morgen


Austausch von Automobil- und Energiewirtschaft

Am 14./15. Mai geht es in Chemnitz um die Mobilitätswende durch Elektro- und Wasserstofffahrzeuge.
Erweiterte Suche
Anmelden
nach oben
Education and Information Technologies
Erschienen in: Education and Information Technologies 11/2023

17.04.2023

Modern technology adoption and professional development of lecturers

verfasst von: Afam Uzorka, Shiellah Namara, Ademola Olatide Olaniyan

Erschienen in: Education and Information Technologies | Ausgabe 11/2023

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

This qualitative study investigated the professional development needs of lecturers who are transiting to a technology-mediated environment following advancements in technology. This research work was conducted to address the increasing use of digital tools and platforms in education, shed light on the challenges that lecturers face when adopting modern technology in their teaching, and provide insights on how to design compelling professional development opportunities that address their needs. A convenience sample of faculty and administrators in the faculty of education at a university in Uganda was selected, and 89 participants were interviewed using an interview guide. The study found that most lecturers view time as a significant barrier to their professional development, and therefore, they require professional development opportunities that are tailored to their needs, relevant to their application of technology, and delivered by trainers who use principles of adult education and constructivism. The study shows a need for those involved in planning and implementing professional development opportunities to consider the needs of administrators and lecturers, and the principles of adult education and constructivism when designing and implementing professional development opportunities.
Vorheriger Artikel Impact of teacher-student interaction on students’ classroom well-being under online education environment
Nächster Artikel Elementium: design and pilot evaluation of a serious game for familiarizing players with basic chemistry

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren
Literatur
Agyei, D. D. (2021). Integrating ICT into schools in Sub-Saharan Africa: From teachers’ capacity building to classroom implementation. Education and Information Technologies, 26(1), 125–144.
Al-Sharhan, S., Al-Hunaiyyan, A., Alhajri, R., & Al-Huwail, N. (2020). Utilization of learning management system (LMS) among instructors and students. Advances in Electronics Engineering (pp. 15–23). Singapore: Springer.
Alam, A. (2022). Employing adaptive Learning and Intelligent Tutoring Robots for virtual classrooms and Smart Campuses: Reforming Education in the age of Artificial Intelligence. Advanced Computing and Intelligent Technologies (pp. 395–406). Singapore: Springer.
Almajali, M., Afif, A., R., & Maaith, O. (2022). Maker space, higher education and technical institutions (p. 09504222221114058). Industry and Higher Education.
Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist, 57(3), 178–191.
Bakker, A., Cai, J., & Zenger, L. (2021). Future themes of mathematics education research: An international survey before and during the pandemic. Educational Studies in Mathematics, 107(1), 1–24.
Bates, A. W. (2019). Teaching in a Digital Age: Second Edition. https://​teachonline.​ca/​
Belotto, M. J. (2018). Data analysis methods for qualitative research: Managing the challenges of coding, interrater reliability, and thematic analysis. The Qualitative Report, 23(11), 2622–2633.
Bigirwa, J. P., Ndawula, S., & Naluwemba, E. F. (2022). Technology Leadership Practices of end users and the adoption of E-Learning in Midwifery Institutions in Uganda. Journal of Medical Education and Curricular Development, 9, 23821205221096376.
Bowman, M. A., Vongkulluksn, V. W., Jiang, Z., & Xie, K. (2022). Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education, 54(2), 188–204.
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126.
Castaño-Muñoz, J., Kalz, M., Kreijns, K., & Punie, Y. (2018). Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain. Technology Pedagogy and Education, 27(5), 607–624.
Chai, C. S. (2019). Teacher professional development for science, technology, engineering and mathematics (STEM) education: A review from the perspectives of technological pedagogical content (TPACK). The Asia-Pacific Education Researcher, 28(1), 5–13.
Chen, C. H., & Tsai, C. C. (2021). In-service teachers’ conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning. Computers & Education, 170, 104224.
Cojocaru, A. M., Cojocaru, M., Jianu, A., Bucea-Manea-Țoniş, R., Păun, D. G., & Ivan, P. (2022). The impact of Agile Management and Technology in Teaching and practicing Physical Education and Sports. Sustainability, 14(3), 1237.
Cornelius, K. E., Rosenberg, M. S., & Sandmel, K. N. (2020). Examining the impact of professional development and coaching on mentoring of novice special educators. Action in Teacher Education, 42(3), 253–270.
Donitsa-Schmidt, S., & Ramot, R. (2022). COVID-19–a boundary crossing event for teacher educators.Journal of Education for Teaching,1–17.
Doucette, D., Clark, R., & Singh, C. (2020). Professional development combining cognitive apprenticeship and expectancy-value theories improves lab teaching assistants’ instructional views and practices. Physical Review Physics Education Research, 16(2), 020102.
Fletcher, J., Everatt, J., Mackey, J., & Fickel, L. H. (2020). Digital technologies and innovative learning environments in schooling: A New Zealand experience. New Zealand Journal of Educational Studies, 55(1), 91–112.
García, E., & Weiss, E. (2019). The role of early Career supports, continuous Professional Development, and Learning Communities in the teacher shortage. The Fifth Report in’The perfect storm in the teacher Labor Market’series. Economic Policy Institute.
Gaspard-Richards, D. (2022). Technology solutions for improving teaching and learning experiences. International Journal of Education and Development using Information and Communication Technology, 18(1), 2–6.
Gray, C. M., & Chivukula, S. S. (2019, May). Ethical mediation in UX practice. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1–11).
Green, K. R., & Chewning, H. L. (2020). The fault in our systems: LMS as a vehicle for critical pedagogy. TechTrends, 64(3), 423–431.
Hamiza, O., Sambo, M., & Tsuma, C. (2020). Students Adoption of E-Learning Platforms: A Comparative Study in Uganda and Nigeria’. International Journal of Educational Research and Development, 2(2014), 5–13.
Harper-Hill, K., Beamish, W., Hay, S., Whelan, M., Kerr, J., Zelenko, O., & Villalba, C. (2022). Teacher engagement in professional learning: What makes the difference to teacher practice? Studies in Continuing Education, 44(1), 105–118.
Hartaty, N., Fitria, H., & Wahidy, A. (2022). Implementation of the school literacy Movement at SMP negeri 1 Talang Ubi, Indonesia. Journal of Social Work and Science Education, 3(2), 144–153.
Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C., & Ferdig, R. E. (2020). Special issue editorial: Preservice and inservice professional development during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 137–147.
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., & Zubairi, A. (2022). Technology use for teacher professional development in low-and middle-income countries: A systematic review.Computers and Education Open,100080.
Hidayat, W. N., Patmanthara, S., Sari, R. K., & Sutikno, T. A. (2019, April). Cognitive ability improvement in learning resource development course through implementation of life-based learning models using LMS. In Journal of Physics: Conference Series (Vol. 1193, No. 1, p. 012034). IOP Publishing.
Hubers, M. D., Endedijk, D., M., & Van Veen, K. (2022). Effective characteristics of professional development programs for science and technology education. Professional Development in Education, 48(5), 827–846.
Ingram, C. (2019). The edupreneur frontier: Creating a new system of curriculum and professional development for teachers. Art Education, 72(5), 14–18.
Jeffries, P. R., Bushardt, R. L., DuBose-Morris, R., Hood, C., Kardong-Edgren, S., Pintz, C., & Sikka, N. (2022). The role of technology in health professions education during the COVID-19 pandemic. Academic Medicine, 97(3), S104–S109.
Kurbonov, G. G., & Istamova, D. S. K. (2021). The role of Information Technology in Teaching geometry in secondary schools. Scientific progress, 2(4), 817–822.
Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., & Thomas, P. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study (174 vol., p. 104304). Computers & Education.
Li, Q., Bañuelos, M., Liu, Y., & Xu, D. (2022). Online instruction for a humanized learning experience: Techniques used by college instructors. Computers & Education, 189, 104595.
Lin, J., & Reddy, R. M. (2019). Teaching, mentorship, and coaching in surgical education. Thoracic surgery clinics, 29(3), 311–320.
Luongo, N. (2018). An examination of distance learning faculty satisfaction levels and self-perceived barriers. Journal of Educators Online, 15(2), n2.
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and E-learning: Challenges and opportunities from the perspective of students and instructors. Journal of computing in higher education, 34(1), 21–38.
Mercader, C., & Gairín, J. (2020). University teachers’ perception of barriers to the use of digital technologies: The importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(1), 1–14.
Mofreh, S. A. M., Salem, S., & Napeah, M. (2022). Beliefs about teaching practices and professional development: a proposed framework.Journal of Positive School Psychology,36–52.
Mohammadi, M. K., Mohibbi, A. A., & Hedayati, M. H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan. Education and Information Technologies, 26(5), 5165–5198.
Moorhouse, B. L., & Wong, K. M. (2022). Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning. Journal of Computers in Education, 9(1), 51–70.
Mukhtoraliyevna, Z. S., & Madaminkhonqizi, S. M. (2022). Methods of Mnemonics in Pedagogical Work with Elementary School Students. International Journal of Culture and Modernity, 13, 44–52.
Norum, K. (1997). Lights,camera, action! The trials and triumphs of using technology in the classroom.Journa lof Technology and Teacher Education5(1)
Novak, J. I. (2022). Self-directed learning in the age of open source, open hardware and 3D printing. Research Anthology on Makerspaces and 3D Printing in Education (pp. 122–140). IGI Global.
Nurhayati, D. A. W. (2018). Investigating self professional development in teaching English: The case of English college teachers’ role as models (pp. 91–108). Dinamika Ilmu.
Oguguo, B. C., Nannim, F. A., Agah, J. J., Ugwuanyi, C. S., Ene, C. U., & Nzeadibe, A. C. (2021). Effect of learning management system on Student’s performance in educational measurement and evaluation. Education and Information Technologies, 26(2), 1471–1483.
Osborne, R., & Lafuze, J. (1997). Team Teaching a dual-site interactive video course: Trails, Tribulations, and Triumphs. Faculty paper, Indiana University East.
Papadakis, S. (2021). Advances in Mobile Learning Educational Research (AMLER): Mobile learning as an educational reform. Advances in Mobile learning educational research, 1(1), 1–4.
Pedretti & Woodrow. (1999). Teaming technology enhanced instruction in the science classroom and teacher professional development. Journal of Technology and Teacher Education, 7(2), 1131–1143.
Poole, A. (2022). The gap between the ideal and the reality’: Barriers to the implementation of an English professional development programme in China. Journal of Education for Teaching, 48(1), 132–134.
Powell, C. G., & Bodur, Y. (2019). Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework. Teaching and Teacher Education, 77, 19–30.
Qiu, Q., & Zhang, M. (2021). Using content analysis to probe the cognitive image of Intangible Cultural Heritage Tourism: An Exploration of Chinese Social Media. ISPRS International Journal of Geo-Information, 10(4), https://​doi.​org/​10.​3390/​ijgi10040240.
Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital technologies in education 4.0. Does it enhance the effectiveness of learning?.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Post digital Science and Education, 3(3), 715–742.
Ross, S. M. (2019). Slack it to me: Complementing LMS with student-centric communications for the millennial/post-millennial student. Journal of Marketing Education, 41(2), 91–108.
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305.
Sanders, K., Kraimer, M. L., Greco, L., Morgeson, F. P., Budhwar, P. S., Sun, J. M. J., & Sang, X. (2022). Why academics attend conferences? An extended career self-management framework. Human Resource Management Review, 32(1), 100793.
Schmidt, W. (1997). World-wide web survey research: Potential problems, and solutions. Behavior Research Methods Instruments & Computers, 29(2), 274–279.
Sheldon, E., & Lawrence, N. (1997). Terrors, errors and prayers: The trials, tribulations, and triumphs of teaching on television. Indiana State University.
Shroff, R. H., Ting, F. S. T., & Lam, W. H. (2019). Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning.Australasian Journal of Educational Technology, 35(4).
Siegle, D., Amspaugh, C. M., & Mitchell, M. S. (2021). Learning from and learning with technology. Content–based curriculum for high-ability learners (pp. 437–460). Routledge.
Snart, F., Carbonaro, M., & Goodale, C. (2001). Technology needs of university teachers, classroom teachers, and pre-service teachers: How do we begin? Finding the Courage to Teach in a Changing World. Western Canadian Association for Student Teaching Conference. University of Calgary.
Sprott, R. A. (2019). Factors that foster and deter advanced teachers’ professional development. Teaching and Teacher Education, 77, 321–331.
Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
Talosa, A. D., Javier, B. S., & Dirain, E. L. (2021). The flexible-learning journey: Phenomenological investigation of self-efficacy influencing factors among higher education students. Linguistics and Culture Review, 5(S3), 422–434.
Tikam, M. (2021). ICT integration in education: Indian scenario. Human-Computer Interaction and Technology Integration in Modern Society (pp. 1–11). IGI Global.
Trinidad, J. E. (2021). Teacher satisfaction and burnout during COVID-19: what organizational factors help?.International Journal of Leadership in Education,1–19.
Tynjälä, P., Pennanen, M., Markkanen, I., & Heikkinen, H. L. (2021). Finnish model of peer-group mentoring: Review of research. Annals of the New York Academy of Sciences, 1483(1), 208–223.
Ugur, N. G. (2020). Digitalization in higher education: A qualitative approach. International Journal of Technology in Education and science, 4(1), 18–25.
Uzorka, A. (2021). Faculty Members’ communication needs with regards to Technology. Journal of Learning for Development, 8(1), 111–128.
Uzorka, A., & Olaniyan, A. O. (2022). Leadership role and professional development of technology.Education and Information Technologies,1–11.
Uzorka, A., Ajiji, Y., Osigwe, M. U., & Ben, I. N. (2021). An investigation of the teaching needs of faculty members with regard to technology. International Journal of Technology in Education and Science (IJTES), 5(1), 70–107.
Viberg, O., Andersson, A., & Wiklund, M. (2021). Designing for sustainable mobile learning–re-evaluating the concepts “formal” and “informal. Interactive Learning Environments, 29(1), 130–141.
Woulfin, S. L., & Jones, B. (2021). Special development: The nature, content, and structure of special education teachers’ professional learning opportunities. Teaching and Teacher Education, 100, 103277.
UZORKA Afam & ANUMAKA Blessing Ijeoma. (2021). Modern Technology Adoptions and the Faculty need in Nigeria Universities. KIU Journal of Education (KJED), 1(1), 20–44.
Metadaten
Titel
Modern technology adoption and professional development of lecturers
verfasst von
Afam Uzorka
Shiellah Namara
Ademola Olatide Olaniyan
Publikationsdatum
17.04.2023
Verlag
Springer US
Erschienen in
Education and Information Technologies / Ausgabe 11/2023
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-023-11790-w

Weitere Artikel der Ausgabe 11/2023

Education and Information Technologies 11/2023 Zur Ausgabe

OriginalPaper

Trends and patterns in blended learning research (1965–2022)

OriginalPaper

The effects of Web 2.0 supported environmental education on self-efficacy belief regarding environmental education and environmental awareness

Correction

Correction to: Determinants of instructors’ educational ICT use in Ethiopian higher education

OriginalPaper

Computational thinking in early childhood is underpinned by sequencing ability and self-regulation: a cross-sectional study

OriginalPaper

An application of self-assessment of students in mathematics with intelligent decision systems: questionnaire, design and implementation at digital education

OriginalPaper

Elementium: design and pilot evaluation of a serious game for familiarizing players with basic chemistry

Premium Partner

    Bildnachweise