Teachers' Readiness for TPC Integration in Higher Education: A Case Study in Eritrea

Autor/inn/en	Ghosh, Saraswati; Yigzaw, Samuel Tewelde
Titel	Teachers' Readiness for TPC Integration in Higher Education: A Case Study in Eritrea
Quelle	In: Journal of Educational Technology, 16 (2020) 4, S.1-8 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Case Studies; Technology Integration; Teacher Attitudes; Foreign Countries; College Faculty; Computer Assisted Instruction; Technology Uses in Education; Semantic Differential; Form Classes (Languages); Teaching Methods; Learning Processes; Educational Technology; Positive Attitudes; Higher Education; Technological Literacy; Pedagogical Content Knowledge; Eritrea + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lehrerverhalten; Ausland; Fakultät; Computer based training; Computerunterstützter Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analytischer Sprachbau; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technisches Wissen; Pädagogische Kompetenz
Abstract	A case study comprising of 30 instructors of higher education institutions in Eritrea, as study sample, has been carried out for investigating their readiness to integrate Technology-aided Pedagogy and Content (TPC) in teaching-learning process. Study participants were selected from Eritrea Institute of Technology (EIT) by using a blind-fold method of random sampling technique. Both qualitative and quantitative data collection methods were used. Focus group interviews were conducted in different sessions complying with ethical considerations. To collect descriptive data, semantic differential 7-point scale for bipolar adjectives was used to assess participants' attitudinal readiness and simple scale has been used to understand their level of readiness based on technology characteristics towards TPC integration in higher education. The study findings have indicated that the whole education community is well aware of the technology gadgets available around for teaching-learning support and facilitation. Almost all respondents have showed their favorable attitudinal readiness through positive value rating in a seven-point semantic differential scale of bipolar adjectives. All respondents are well aware about the technologies for teaching-learning process, and half of them have shown their level of readiness at trialability and observability of results as per the technological characteristics followed by 8 respondents at divisibility level closer to TPC integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01