Integration of computer technology in teacher education at Pakistan public sector university (original) (raw)
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Education Sciences
This study explored the perceptions and practices of teacher educators in integrating information and communication Technology (ICT) in teacher education programs. The study adopted a phenomenological design under the qualitative research approach that included eighteen selected participants from a teacher education university college. Data collection employed semi-structured interviews, observations, and documentary reviews. The authors adopted the Braun and Clarke (2006) thematic analysis model for data analysis. The findings showed that while young and inexperienced teachers showed readiness to use ICT, some teacher educators do not understand the logic behind using technology and hence question the rationale for applying it to their teaching. At the same time, equipment challenges, large teaching burdens, and time limits were the critical barriers to integration. Again, the findings revealed that teacher educators use different software and learning platforms, use social media, ...
Journal of Education and Educational Development
The primary purpose and objective of this study was to examine and compare the perceptions of teachers in elite and mediocre schools in Karachi. The secondary objectives included comparing the use of technology in classrooms by teachers and the challenges and barriers that they face in the integration of technology. This study was designed as a small-scale exploratory pilot study using the qualitative approach to address the research questions. To achieve the objectives, eight teachers from eight different schools of Karachi were surveyed through email. Four of these schools fell in the category of elite schools, while the other four fell in the category of mediocre schools. The research instrument was a self-developed open-ended questionnaire, which that was emailed to the research participants. The results of the study revealed key insights into the use of technology, perceptions of teachers towards the use of technology, and various barriers that they face in technology integrati...
Teachers Perspective on Computer Technology and ICT Integration in Classroom Teaching
Psychology and Education: A Multidisciplinary Journal, 2024
ICT integration in classroom teaching is one of the challenges that teachers face nowadays. Thus, this study aimed to determine the teachers' professional perspectives on computer technology and their process of integration in classroom teaching. The method used in this study was the descriptive-correlational research design to obtain the data needed specifically using survey questionnaire. Random sampling was used in selecting teachers per school as participants in the study for kindergarten to grade 6 Teachers in West 2 District, Division of Iligan City. Technology Implementation Questionnaire (TIQ) Version II tool was used. It was an adopted and modified instrument and developed by Wozney et al. (2006). Findings revealed that there is no significant difference in the factors affecting the respondent's professional perspective on the use of computer technology in the classroom. The results from regression analysis for the significant relationship between the respondents' professional view and their ICT process integration in terms of instructional, informative, communicative, evaluative, and organizational shows that there is a positive relationship among the variables mentioned except the informative ICT process integration. This implies that the professional perspective of the teachers has a positive influence on their ICT process integration in the classroom. Results showed that all the mentioned demographic profiles are not predictors of their ICT process integration as indicated in their pvalues greater than 0.05 level of significance. The findings suggests that teachers should change their perspective about ICT integration, from traditional way of learning to more interactive learning.
Technology Integration Experiences of Teachers
Discourse and Communication for Sustainable Education
Teachers are important providers of educational sustainability. Teachers’ ability to adapt themselves to rapidly developing technologies applicable to learning environments is connected with technology integration. The purpose of this study is to investigate teachers’ technology integration experiences in the course of learning and teaching processes. In doing so, qualitative research methods have been applied. The participants of the study were four teachers of different subject fields who work at a public secondary school in 2015–2016 school years and regard themselves as competent in technology integration. The study results indicated that the teachers took a teacher-centered stand in technology integration and the teachers’ most prominent reasons to start technology integration were the search for quality in education. Also the teachers, as IT school teachers, reported receiving support from close friends, the Ministry of National Education (MoNE), and online resources. The prob...
Utilization and integration of technology by teachers: A case study
2000
The purpose of this study was to investigate the teaming process of teachers as they begin to implement an innovation. The research problem was based on the need to understand better the processes by which teachers come to integrate technology into their instructional practices. The Concems-Based Adoption Model (Hall, Wallace, & Dossett, 1973) provided the conceptual framework for facilitating change in teachers’ use of technology to support instructional practices. The constructivist approach to learning characterized the setting for the courses-Introduction to Technology fo r Teachers (ITT) and Software Applications, Teaching Methods, and Software Development fo r Teachers (AMDT). Teachers learned basic computer operations/concepts and applied them for their own professional growth, productivity, and instructional practices. This study required a methodology that allowed for individual thought and expression to be recorded and analyzed. Qualitative methods were of particular value...
Technology Integration in Teacher Education
Advances in Educational Marketing, Administration, and Leadership
This study examined the availability of computers and internet in the classroom or elsewhere at teacher colleges, teacher preparation and training in technology integration, as well as trainers' use of technology in classroom instruction. A survey questionnaire was distributed randomly to 63 teacher trainers from three public and one private teacher training college in Kenya. The data was analyzed descriptively using SPSS software. The results indicated that technology integration at the classroom level was too low due to lack of computers and internet access in the classrooms. Teacher trainers were inadequately trained in information and communication technology integration and therefore poorly equipped to integrate technology in the classroom. The study concludes that teacher colleges were not adequately prepared for ICT integration in teaching and learning. It is recommended that teacher colleges' ICT infrastructure be improved and teacher trainers' capacity on ICT in...
This research aimed to explore the integration of Information and Communication Technologies (ICT) in pre-service teachers training program, B.Ed (Hons) at Karakoram International University Gilgit. B.Ed (Hons) is a first teachers training program, where ICT is being integrated. In this situation it was very important to explore how successfully ICT is integrated, so as to have baseline information for further improvement in the integration process. This study focused to explore: 1) How do the teacher educators perceive the effectiveness of ICT related courses? 2) What are the challenges faced by the prospective teachers in effective use of ICT? For in-depth case study only one higher educational institute (Karakoram International University Gilgit) was selected as target population. The overall sample was 04 teacher educators and 12 prospective teachers from the targeted population. Qualitative research design was used to conduct this study. The data was gathered through semi-structured interviews with prospective teachers and teacher educators. Thematic analysis was taken for analysis of qualitative data.