Educational Technology Adopters: A Case Study in University of Botswana

Autor/in	Dintoe, Seitebaleng Susan
Titel	Educational Technology Adopters: A Case Study in University of Botswana
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 14 (2018) 1, S.52-90 (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Foreign Countries; Case Studies; Educational Technology; Qualitative Research; Interviews; Observation; Comparative Analysis; Technology Uses in Education; Adoption (Ideas); Participant Characteristics; Beliefs; Barriers; Technological Literacy; Classroom Techniques; Distance Education; Social Systems; College Programs; Instructional Material Evaluation; Botswana + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Unterrichtsmedien; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ideas; Ideenfindung; Belief; Glaube; Technisches Wissen; Klassenführung; Distance study; Distance learning; Fernunterricht; Social system; Soziales System; Studienprogramm
Abstract	Although University of Botswana implemented national ICT policies and trained the lecturers to use educational technology, there was low-level use of eLearning in teaching and learning. In this regard, qualitative case study approach was used to explore and specifically focus on one aspect of the phenomenon; that is, the University of Botswana as a case study and the lecturers as a unit of analysis. The data were collected from artifacts (teaching and learning materials), secondary documents, interviews, and observations. The data analysis was based on the constant comparative method where the data collected was constantly compared to identify codes and themes for accuracy, credibility, and trustworthiness as a means of triangulation and member checks. Findings from the study showed that early adopters experiences in pedagogies, use of technology and delivery of courses is different. The other challenges found was that social system: University of Botswana in which they all operate was constraining them, and educational technology was used in face-to-face (f2f) classroom not in distance education based on compatibility of technology. Practical recommendations are made based on the findings from the study (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01