An Analysis of the Integration of Instructional Technology in Pre-Service Teacher Education in Zimbabwe

Autor/inn/en	Chitiyo, Rodwell; Harmon, Stephen W.
Titel	An Analysis of the Integration of Instructional Technology in Pre-Service Teacher Education in Zimbabwe
Quelle	In: Educational Technology Research and Development, 57 (2009) 6, S.807-830 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-009-9136-7
Schlagwörter	Preservice Teacher Education; Secondary Education; Education Courses; Teacher Educators; Interviews; Questionnaires; Adoption (Ideas); Barriers; Educational Policy; Professional Development; Educational Technology; Technology Integration; Computer Uses in Education; Internet; Access to Computers; Computer Software; Foreign Countries; Developing Nations; Zimbabwe + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Fortbildungskurs; Teacher education; Education; Lehrerbildung; Interviewing; Interviewtechnik; Fragebogen; Ideas; Ideenfindung; Politics of education; Bildungspolitik; Unterrichtsmedien; Computernutzung; Ausland; Developing country; Developing countries; Entwicklungsland; Simbabwe
Abstract	In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this study explored the integration of instructional technology (IT) by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate IT into their instruction, and the constraints they face. Twenty-one lecturers in the colleges of education at three universities participated. The data collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive, employing Miles and Huberman's interactive data analysis model. Findings show that lecturers' computer proficiency and competencies were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration tasks and processes. The lecturers' integration of IT was at the Entry and Adoption stages. Institutional support was characterized by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration policy framework, and the lack of appropriate initial and continuous staff development. This study is part of the nucleus of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional technology integration in "developing" and/or low-income countries like Zimbabwe. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10