Modern technology adoption and professional development of lecturers

Abstract

Abstract As technology becomes increasingly integrated with education, research regarding the professional development needs of lecturers making the transition to working in a technology-mediated environment following technological advancement is paramount in improving learning experiences. This study was carried out to investigate the lecturers’ professional development needs with regard to technology. This qualitative study randomly selected a convenience sample of 130 faculty and administrators. Using an interview guide, the interviewers met with 89 participants. Data were transcribed and entered into a database for analysis. The findings reported are uses of technology and professional development initiatives. Most lecturers identify time as their greatest barrier. Recognizing that time is also their most valued asset, lecturers look for professional development opportunities designed to meet their needs, relevant to how they want to apply the technology, with trainers and support people who use principles of andragogy and constructivism when teaching, training, and communicating. The study shows that there is a need for those involved in planning and implementing professional development opportunities to consider the needs of administrators and lecturers, and principles of adult education and constructivism when planning and implementing professional development opportunities.

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