Lecturers' Perceptions of Support for Integrating Information and Communication Technologies in Teaching and Learning

Autor/inn/en	Mwalongo, Alcuin Ivor; Mkonongwa, Luka Mathayo
Titel	Lecturers' Perceptions of Support for Integrating Information and Communication Technologies in Teaching and Learning
Quelle	In: Technology, Knowledge and Learning, 28 (2023) 3, S.1199-1221 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mwalongo, Alcuin Ivor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-021-09576-5
Schlagwörter	Educational Technology; Technology Uses in Education; Higher Education; College Faculty; Teacher Attitudes; College Role; Gender Differences; Age Differences; Educational Needs; Foreign Countries; Tanzania + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Educational need; Bildungsbedarf; Ausland; Tansania
Abstract	The use of information and communication technologies (ICTs) in higher education institutions has become a necessity rather than an option. As higher education institutions enrol students for conventional and distance education programs, lecturers are not only compelled to equip themselves with technological knowledge and skills, but are also supposed to receive support from their institutions to fully integrate technology in their academic endeavours. This study examined lecturers' perceptions of support for integrating ICTs in teaching and learning in higher education institutions in Tanzania. A mixed methods research approach was used to conduct the study. Data were collected through survey and interviews. The analysis was done through SPSS 26.0 and JASP 0.12.2 for quantitative data, and MaxQDA 20.0 for qualitative data. The study sample of 115 lecturers was drawn from five universities in Tanzania. The results of the study revealed that majority of lecturers were dissatisfied with the support for integrating ICTs in teaching and learning offered by their institutions. The findings also indicated that there were no significant differences in lecturers' perceptions of support services for integrating ICTs in teaching and learning by gender and age. Based on the findings, it can be concluded that universities have the obligation to provide adequate support to lecturers in terms of training, technical staff, finance and facilities to effectively integrate technology in teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01