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Modern technology adoption and professional development of lecturers

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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.

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The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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  1. College of Education, Open and Distance Learning, Kampala International University, Kampala, Uganda

    Afam Uzorka & Shiellah Namara

  2. School of Natural & Applied Sciences, Kampala International University, Kampala, Uganda

    Ademola Olatide Olaniyan

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Uzorka, A., Namara, S. & Olaniyan, A.O. Modern technology adoption and professional development of lecturers. Educ Inf Technol 28, 14693–14719 (2023). https://doi.org/10.1007/s10639-023-11790-w

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