Abstract
Currently, education globally is very challenging and experiencing rapid development that requires the educator to transform the way of teaching. Few empirical studies show that educator have yet to optimize the use of digital technologies in their educational practice, although a lot of training initiatives had been done. Therefore, the aim of this study is to explore whether there are any issues with digital technology training specifically in a post-secondary education institution of Malaysia. A qualitative approach using comparable case selection under general sampling strategies was implemented to scrutinize challenges of digital technology training based on trainer perceptions. Five interviews data were collected, four of them, right after digital technology training took place and the other one was a representative from the ministry, which data is used to support the information. A thematic analysis using thematic map technique was used to produce the related theme. The results from open coding showed 48 codes were analyzed to form ten categories. Ten categories were classified based on Social Cognitive Theory (SCT) lens then organized into personal, behavior and environmental factor that work reciprocally. Saturated themes were found from frequency table help to developed a conceptual framework of digital technology training. The finding of this study gives meaningful insights for future investigation developing a digital technology training framework for future-ready educators.
Highlights
Digital revolution brings more disruption where a lot of radical changes occur simultaneously, the speed is faster than ever, the breath and the depth are wider and deeper (Shwab, 2016)
As for the preliminary investigation, the study wants to investigate the challenges of digital technology training, all possible answers were recorded and the theme that saturated will be chosen as factors to build the initial framework
In this study we only focus on the trainer, the researcher decided to have another representative from the training management in the ministry to get supportive information
Summary
Digital revolution brings more disruption where a lot of radical changes occur simultaneously, the speed is faster than ever, the breath and the depth are wider and deeper (Shwab, 2016). Cost, technical support and limitation of infrastructure for the educator applying digital technology in their teaching and learning had been discussed decades ago (Haydn and Barton, 2008; Firmin and Genesi, 2013). As educators in order to become more technically competent, the shift towards flexible (Firmin and Genesi, 2013) digital training opportunities This is due to the evolvement of a cyberphysical era that affects education tremendously. Educators must be prepared to face challenges in future education and digital technology shift. Most studies including World Economic Forum emphasize reskilling relearning in order for educators to equipping themselves with better digital technology skills (WEF, 2017). Some said educators are unable to impart foundational literacy skills knowledge and literacy education techniques to the future generation when they themselves have not received adequate training (Barnes et al, 2018)
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