Modern Technology Adoption and Professional Development of Lecturers

Autor/inn/en	Uzorka, Afam; Namara, Shiellah; Olaniyan, Ademola Olatide
Titel	Modern Technology Adoption and Professional Development of Lecturers
Quelle	In: Education and Information Technologies, 28 (2023) 11, S.14693-14719 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uzorka, Afam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11790-w
Schlagwörter	Faculty Development; Educational Technology; Technology Uses in Education; Technological Literacy; College Faculty; Teacher Attitudes; Time; Barriers; Adult Education; Constructivism (Learning); Foreign Countries; Uganda + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Fakultät; Lehrerverhalten; Zeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01