Abstract
From the researcherâs experience as an experienced trainer in a Middle East university, teachers are still resistant towards integrating technology in teaching. In order to know the reasons behind such resistance, a case study using the technological pedagogical and content knowledge framework (TPACK) was conducted to: 1) explore the needs of teachers in a Middle East university who are resistant to integrate technology in their teaching, and 2) make recommendations that could be taken into consideration for encouraging teachers to integrate technology in their teaching.The findings showed that perceived knowledge of content is a key determinant of how much teachers want to engage with given members of support staff (trainers). In additions, it was found that teachers recognise the need for a variety of different support stakeholders, but wish to relate to such people in different waysâwhether in training courses, one-off workshops and/or ad hoc approaches to fill âgapsâ in their knowledge.The findings of this study could benefit technology-training designers by taking into consideration teachersâ needs before conducting any training in order to have effective outcomes. In addition, policy makers in higher education could also benefit from this study by knowing that the trainersâ knowledge about the subject domain of teachers is essential for having effective technology-trainings and therefore change their policies in order to reach better outcomes. Finally, implications for future research are provided.Keywords: TPACK; technological pedagogical and content knowledge; teachers; Middle East universities; needsPart of the Special Issue Technology enhanced learning in the MENA region <https://doi.org/10.21428/8c225f6e.1fd869f8>
Highlights
Introduction and rationaleFrom the researcher’s experience as a practitioner in providing training sessions for teachers in a Middle East university on how to integrate technology in teaching, it was found that teachers are still resistant towards integrating technology in teaching
This study is considered a contribution to the body of literature because it emphasizes a need for considering the technology-trainer knowledge while designing professional development programmes for teachers
This need was not tackled in previous research studies since they were mainly concentrating on general aspects such as lack of support (Gronseth et al, 2010); lack of motivation (Abuhmaid, 2011); and lack of confidence (Moore-Hayes, 2011), but they did not focus on anything related to the trainers’ knowledge
Summary
Introduction and rationaleFrom the researcher’s experience as a practitioner in providing training sessions for teachers in a Middle East university on how to integrate technology in teaching, it was found that teachers are still resistant towards integrating technology in teaching. That resistance still exists the role of technology is highlighted as being prominent in today’s education since it is used as a tool for building students’ knowledge in an innovative way (Ansyari, 2015). In order to know the reasons behind teachers’ resistance, it is important to know their needs first and in this study the researcher is focusing only on the needs related to the expertise that teachers perceive by those who support them in integrating technology in teaching. The research question that this study focuses on is: 1. What forms of knowledge do teachers prefer their trainers to have in order to help them integrate technology effectively in their teaching? The research question that this study focuses on is: 1. What forms of knowledge do teachers prefer their trainers to have in order to help them integrate technology effectively in their teaching? Why?
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
