Educational Technology Integration Strategies in Colleges of Teacher Education in Ethiopia

Integrating educational technology (EdTech) in colleges of teacher education (CTEs) in developing countries presents complex challenges influenced by various factors. In Ethiopia, where research on this subject is limited, these institutions, which play a critical role in preparing future educators, remain unexplored. This study explores the contextual factors affecting teacher educators' EdTech integration and formulates a theoretical framework. Employing constructivist grounded theory, the study was conducted in four Ethiopian CTEs. Data were gathered through semi-structured interviews, structured observations and document analysis, with 23 participants selected via purposive and theoretical sampling. The study identified teacher educator-related and external factors as crucial determinants of EdTech integration. Institutional readiness was a key external factor, while teacher educators’ digital competence and readiness to integrate technology were central internal factors. A theoretical framework was co-constructed to illustrate the interplay of these factors and their influence on EdTech integration. It aligns with activity theory and extends the technology acceptance model and the unified theory of acceptance and use of technology. The credibility of the findings was validated through a member-checking survey. The study recommends quantitative research to pinpoint the most predictive factors and to assess the framework's applicability in developing countries. Implications for practice or policy: In developing countries, CTEs should strategically plan and execute professional development programs, align training with UNESCO’s ICT competency framework, establish technology infrastructure, facilitate technical support and motivate teacher educators to engage in EdTech initiatives. Ministries of education and regional education bureaus should develop and enforce institutional EdTech policy and facilitate EdTech integration into the curriculum. Teacher educators should participate in workshops, seminars, and online courses to stay updated with EdTech tools and digital pedagogy.

This study developed and validated an instrument for measuring teacher educators’ (TEs’) educational technology (EdTech) integration in Ethiopian colleges of teacher education (CTE), filling a gap in context-specific tools. The instrument was developed using an established theoretical framework, following a six-step process including instrument design, expert review and psychometric evaluation with 126 TEs. Exploratory factor analysis (EFA) identified a 13-factor structure, which converged into a 12-factor (58 items) structure with 80% explained cumulative variance. Confirmatory factor analysis revealed strong internal consistency (α/CR > 0.7), convergent validity (Average Variance Extracted [AVE] > 0.5; factor loadings > 0.6, p < 0.001) and discriminant validity (Heterotrait-Monotrait ratio [HTMT] < 0.85). The tool demonstrated an acceptable fit (comparative fit index [CFI] = 0.94, Tucker-Lewis index [TLI] = 0.93, chi-square/degrees of freedom = 3.1), although root mean square error of approximation (RMSEA 0.13) and standardised root mean square residual (SRMR 0.13) slightly exceeded thresholds. Despite minor fit limitations, robust reliability, validity and contextual grounding confirm its utility for assessing EdTech integration in resource-constrained settings. This study underscores the instrument’s potential to inform evidence-based pedagogical practices, institutional policy reforms and cross-cultural research in teacher education. By bridging theoretical and practical gaps, this work contributes a validated tool tailored to the socio-technical realities of developing nations, offering stakeholders a scalable framework to assess EdTech integration in teacher training.

Despite growing recognition of the value of using technology in mathematics instruction and learning, preservice teachers consistently performed abysmally in college geometry. This study therefore examined the attitude of preservice teachers towards the integration of technology in the teaching and learning of College Geometry. Quantitative descriptive survey was employed as the design for the study. The study drew on Unified Theory of Acceptance and Use of Technology (UTAUT) as the main theoretical framework. A sample of 185 preservice teacher participants offering college geometry from two Colleges of Education in the Central Region of Ghana were selected using multi-stage sampling technique. Data collected was analysed using mean, standard deviation, independent samples t-test and One-way ANOVA. The study found out that preservice teachers have high positive attitude towards the use of technology in the teaching and learning of college geometry. There was no significant difference between the attitude of male and female preservice teachers towards the use of technology in the teaching and learning of geometric concepts. It was therefore recommended that technology should be used to teach college geometry in Colleges of Education.

Objective: This study aims to investigate the trajectory and contributions of the Remote Experimentation Laboratory (RExLab) over its 27 years of existence, focusing on the integration of technology in education and its relevance to teaching and learning. Theoretical Framework: RExLab was founded in 1997 with the aim of promoting digital inclusion and democratization of science education through the provision of Remote Laboratories. Over the years, the research group has added more resources to its projects, such as the integration of technologies in education, teacher training, and the creation of Open Educational Resources (OER), receiving several awards and distinctions along the way. Method: The research adopted a documentary and bibliographical approach, tracking the evolution and impact of RExLab from its inception to the present moment. Data collection was conducted through the analysis of documents and publications related to RExLab. Results and Discussion: The results highlight RExLab's contributions to the integration of technology in education, demonstrating its role in generating practical knowledge to solve specific problems and in understanding the experiences and perceptions related to technology in education. The discussion contextualizes these results in light of the theoretical framework, emphasizing the importance of RExLab for teaching and learning. Research Implications: This research reflects on how RExLab can continue to be an ally in the integration of technology in education, even in the face of future challenges. Its implications encompass both the field of education and applied research. Originality/Value: This study contributes to the literature by highlighting the importance of RExLab as a successful model in the integration of technology in education over time. Its relevance lies in the emphasis on the practical application of research and in promoting equality through education.

Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning: The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning. This study explores the Challenges faced by academics in terms of technology integration in teaching and learning. It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia. The responses were analysed using SPSS version 23. Both descriptive and inferential statistics were used to examine the research questions. Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used. Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education, policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental

Even though many researchers point to the lack of appropriate models for guidance on the integration of technology in education, this article seeks to point toward a model through actions that show the need for teachers being multifaceted regarding the new educational paradigm. To do so, it will be considered the contributions of TPACK framework on integration of technology in Basic Education in public schools. Even before pointing solutions ready for the use of technology in education, it is necessary to know and make the teachers know themselves, making them realize their convictions and technological knowledge, and bring them to assess the necessity of improvement, in order to achieve efficiency in the process of integrating digital media and computer knowledge in their didactic and pedagogical practice, such as in the use of resources such as Mobile Learning or Remote Experimentation. The study highlights the importance of the three types of knowledge — technological, pedagogical and content — to the teachers committed to the efficient integration of technology into their lessons. In addition to investigating the teachers' perception of the technological resources and their own teaching practices, this study presents a detailed picture of the actual situation through analysis of the results obtained through the questionnaire TPACK, in the Basic Education in Santa Catarina, Brazil.

The study sought to investigate the influence of availability of internet connectivity on teachers’ integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study objectives sought to determine the influence of the degree of internet connectivity in various categories of schools on integration of information communication technology in teaching and learning and in public primary schools in Kakamega County, Kenya and to establish the influence of internet accessibility on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study used Technological Pedagogical Content Knowledge theory. The study used descriptive survey design. The target population of the study was 1County Director of Education, 356 public primary school head teachers and 3204 public primary school teachers. The sample size for the study was 1 County Director of Education, 189 public primary school head teachers and 356 public primary school teachers who were selected using purposive sampling, proportionate sampling, simple random sampling and census sampling techniques. The sample frame for the study consisted of 546 respondents. Data was collected using questionnaires and interview schedule. Data for this study was presented in frequency tables. Both a quantitative and a qualitative analysis of the results was performed. In order to determine the degree of relationship between internet connectivity and teachers’ integration of information communication technology in teaching and learning in public primary schools, the Chi-square (X2) test was utilized. It was anticipated that, the planners and policy makers will use the study’s findings as a basis for revamping the country’s present internet strategy in order to address the problems impending teachers’ integration of information communication technology in teaching and learning in public primary schools, students would graduate with knowledge and abilities that are competitive on a worldwide scale and go on to play an important role in the development of their country. The results of this study showed that, 76.12% of the sampled public primary boarding schools were connected to internet while 23.88%were not connected to internet. 12.84% of the public primary day schools were connected to internet while 87.16% of these categories of schools were not. The Chi-square (x2)test results showed that internet connection in public primary schools was not significantly different in public boarding primary schools than in public day primary schools (X2 =14.249, P Value =0.512). These findings indicate that, most public primary schools were not connected to internet and therefore, teachers’ integration of information communication technology in teaching and learning in public primary schools in Kenya was minimal. The study therefore recommends that, the government of Kenya through the Ministry of Education should offer broadband internet connection packages to teachers at fair installment and payment terms.

This study aims to explore the implementation of participatory data-based planning (PDB) in the annual planning process at SD Negeri Ungaran 02, Semarang Regency. Using a descriptive qualitative approach with a case study design, this research examines how educational reports are utilized in planning, the role of various stakeholders in the process, and the impact of this approach on improving the quality of education at the school. Data was collected through interviews with the school principal, teachers, school committee members, and parents, as well as through observations and document reviews. The findings reveal that the participatory process of identifying educational reports and involving multiple stakeholders has led to improvements in students' literacy and numeracy skills. However, challenges such as achievement gaps between classes and the limited use of technology in teaching remain. The reflection process on educational reports also highlighted issues such as low parental involvement and variations in teaching quality across classes. While the participatory approach to developing the Annual Work Plan (RKT) ensures broad stakeholder support and alignment with students' needs, the findings indicate that further efforts are needed to address challenges related to parental involvement and the integration of technology in teaching. This study concludes that participatory data-based planning is a crucial strategy for enhancing educational quality, but a more comprehensive approach is required to overcome existing barriers, such as maximizing the use of technology and improving teaching quality consistently across classes. Recommendations are provided for the Department of Education, the school, and teachers to improve the effectiveness of PDB implementation and educational outcomes.

The online and blended delivery of courses through the use of technologies has attracted attention and research.The teaching and learning of English for Academic Purposes (EAP) in multilingual contexts such as in Africa has also been given prominence in research, as well as the benefits of technology in EAP programmes. The pressing need for technology - supported educational practices has been evidenced by the COVID-19 pandemic that affected most educational systems around the world. Although there is an increasing body of research on the integration of technology in education emerging from developing contexts, most proposed models still come from high-income countries.Therefore, there is a need for more critical and contextually relevant approaches to the integration of technology in education. Based on the authors’ narratives of their lived experiences as teachers of EAP in a university in East Africa, this article aims to describe and reflect on the practices related to design and delivery of online and blended courses to university students, including in a teacher education programme. It is hoped that this work will contribute to discussions on how to make online and blended teaching practices of EAP more contextually relevant and how exogenous resources can be adapted to the realities of students in multilingual developing contexts.The online and blended delivery of courses through the use of technologies has attracted attention and research. The teaching and learning of English for Academic Purposes (EAP) in multilingual contexts such as in Africa has also been given prominence in research, as well as the benefits of technology in EAP programmes. The pressing need for technology-supported educational practices has been evidenced by the COVID-19 pandemic that affected most educational systems around the world. Although there is an increasing body of research on the integration of technology in education emerging from developing contexts, most proposed models still come from high-income countries. Therefore, there is a need for more critical and contextually relevant approaches to the integration of technology in education. Based on the authors’ narratives of their lived experiences as teachers of EAP in a university in East Africa, this article aims to describe and reflect on the practices related to design and delivery of online and blended courses to university students, including in a teacher education programme. It is hoped that this work will contribute to discussions on how to make online and blended teaching practices of EAP more contextually relevant and how exogenous resources can be adapted to the realities of students in multilingual developing contexts.

This article provides a model for preparing preservice teachers for the integration and implementation of technology in teaching and learning. The technology integration approach implemented focuses on a triad model that identifies three areas of technology infusion: communication, productivity, and research/instruction. This triad model demonstrates one approach for designing curriculum and appropriate experiences in a teacher preparation program that provides hands-on experience with technology as supported by the vision of the National Educational Technology Standards (ISTE, 2000). Descriptions are given of specific assignments, projects, and learning experiences designed to engage preservice teachers in enriching technological experiences to enhance their own learning while at the same time serving as a model for teaching.

The purpose of the study was to investigate the influence of teacher training in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County in Kenya. The study objectives sought to determine the level of teachers’ training in information communication technology for integration of information communication technology in teaching and learning; ascertain the influence of teachers’ academic qualification in information communication technology on integration of information communication technology in teaching and learning and to establish the influence of teachers attendance of in service course in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. Technological Pedagogical Content Knowledge theory was used for the study. A descriptive survey research design was used for the investigation. The sample size was determined using the census sampling, proportionate sampling, simple random sampling, and purposive sampling techniques. The sample size included 356 public primary school teachers, 189 public primary school head teachers, and 1 County Director of Education. The study used questionnaires and interview schedules to collect responses from 546 participants. Tables and charts were used to present the data. The results were analyzed both quantitatively and qualitatively. The Chi-square (x2) test was used to assess the degree of correlation between teachers’ use of information and communication technology and teaching and learning in public primary schools. Cronbach alpha (0.05) was the criterion for significance. This study was significant since it increased our understanding and aided in the development of future ICT integration strategies for teaching in the classroom. The study revealed that the majority of public primary school teachers lacked Information Communication Technology training. In order to integrate ICT into teaching and learning, the study recommended that teachers acquire training in information and communication technology.

This study examined the thoughts of preservice teachers about technology integration and collected their ideas about possible barriers to technology integration in education. With this aim, the participants were asked two key questions which are (1) “What does ‘Technology Integration in Education’ mean to you?” and (2) “What might be the possible barriers to technology integration in education?”. A total of 76 preservice teachers, who took the course “Integrating Technology in Education” during their Elementary Teacher Education program took part in the study. The data were analyzed by using descriptive analysis method in this qualitative study. As a result of the study, it was revealed that preservice teachers have critical perceptions related to technology integration, such as effective use of technology, inclusion of technology in the course curriculum, increasing engagement, visualizing the course content, working with administrators to integrate technology, and being able to teach with technology that cannot be taught beforehand. As for the external and internal barriers, the participants commented that lack of funding/budget, lack of equipment, lack of ability, and time are major barriers to technology integration in education. Unlike the other studies in the relevant literature, preservice teachers stated parents and security as barriers to integrating technology in education.

The integration of technology in education has become increasingly important, with numerous studies highlighting its potential to enhance learning outcomes for students. However, the successful integration of technology in educational settings depends on various factors, including students' attitudes and perceptions toward technology adoption. This article explores students' attitudes toward the integration of technology in education, focusing on the diverse perspectives students hold and the factors influencing these views. By examining positive, neutral, and negative attitudes, the study highlights key enablers and barriers to technology adoption. Positive attitudes often stem from perceptions of increased engagement, accessibility, and interactivity, while negative attitudes are frequently tied to challenges such as technical difficulties, lack of access, or inadequate training. Neutral attitudes typically arise from ambivalence or mixed experiences with technology in learning environments. The findings underscore the importance of factors such as equitable access to devices and the internet, digital literacy training, teacher support, and the perceived relevance and usefulness of technology in enhancing educational outcomes. The study emphasizes the role of institutional policies and cultural contexts in shaping students' experiences and attitudes. The paper concludes with actionable recommendations for educators and policymakers. These include investing in robust digital infrastructure, offering professional development for teachers to effectively integrate technology, and creating participatory frameworks where students can contribute feedback on technology use in classrooms. Addressing these aspects can foster a more inclusive, engaging, and effective use of technology in education, ultimately bridging gaps and empowering students in diverse learning environments.

As well-rounded education has been extensively promoted, the physical constitution receives an enormous amount of attention. In aviation colleges, students are expected to have a strong constitution so that they can serve the country in the spirit of aeronautical patriotism. In the new era, physical education (PE) instructors should focus on the integration of information technology and teaching in aviation physical education. In view of this, this study investigates measures that can strengthen the integration of information technology and teaching in aviation physical education based on the description of the characteristics of the integration of information technology and teaching in aviation physical education and the analysis of the status quo of the integration of information technology and teaching in aviation physical education.

The education system, is responsible for the training of each new generation, and consequently adapts itself over the years to changes in the surrounding society. Technological changes, the information revolution and changes in work habits necessitate fundamental change in teaching methods, so that it can appropriately prepare future generations for modern reality. The Teaching and Education College in northern Israel offers programs to train “future teachers”, highlighting dynamic environments, the integration of technology in teaching and innovative pedagogy. A qualitative study used an open-ended questionnaire to investigate students’ perceptions of the concepts “innovative pedagogy” and “integration of technology in teaching” during their first practicum year in the education system. Findings showed that the young students find it difficult to conceptualize these concepts and describe them in a superficial and concrete manner. Mediation is needed, to connect college learning of these concepts with the students’ practical work in the field.