Modern technology adoption and professional development of Lecturers

doi:10.21203/rs.3.rs-1864746/v1

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Modern technology adoption and professional development of Lecturers

https://doi.org/10.21203/rs.3.rs-1864746/v1

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published 17 Apr, 2023

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As technology becomes increasingly integrated with education, research regarding the professional development needs of lecturers making the transition to working in a technology-mediated environment following technological advancement is paramount in improving learning experiences. This study was carried out to investigate the lecturers’ professional development needs with regard to technology. This qualitative study randomly selected a convenience sample of 130 faculty and administrators. Using an interview guide, the interviewers met with 89 participants. Data were transcribed and entered into a database for analysis. The findings reported are uses of technology and professional development initiatives. Most lecturers identify time as their greatest barrier. Recognizing that time is also their most valued asset, lecturers look for professional development opportunities designed to meet their needs, relevant to how they want to apply the technology, with trainers and support people who use principles of andragogy and constructivism when teaching, training, and communicating. The study shows that there is a need for those involved in planning and implementing professional development opportunities to consider the needs of administrators and lecturers, and principles of adult education and constructivism when planning and implementing professional development opportunities.

Technology

professional development

lecturers

faculty

university

In a cursory look at university faculty, only 30% of faculty of education are in tune with modern technology, while 67% of faculty are not conversant with modern technology (Uzorka & Anumaka, 2022). There is, therefore, a need to carry out this research to investigate the professional development needs of lecturers with regard to modern technology adoption as their self-report, or from their perspective.

This study was important because its findings provided the basis for understanding the fundamental needs of lecturers and issues crucial to the process of integrating technologies in their work, according to Castaño-Muñoz et al's contention that there is little research available on how faculty want to participate in professional development opportunities regarding technologies (Castaño-Muñoz et al., 2018). This study will also have an influence on groups of people who obtained information from the study to inform administrative and policy processes relating to technology and professional development. Because of the ever-increasing demand for technological and pedagogical change within the university system, including the move to models of Lecture Management systems (LMS), it is believed that this study will be of significant use to institutions attempting to provide support to their lecturers.

1.1 Rational

Agyei contends that institutions need to assist faculty with their professional development of technologies (Agyei, 2021). The urgency arises out of the need for institutions to remain competitive and to meet the pressures from governments and accreditation bodies that are implementing technology competencies and standards for both lecturers and learners. Agyei recommends support for lecturers to have access to professional development involving technologies to learn about emerging trends, and the impact on learning and examples of best practices (Agyei, 2021). Pedretti & Woodrow support teams of teachers, researchers, and technologists working together to generate "powerful educational environments where innovation and enduring professional development" can flourish (Pedretti & Woodrow 1999, p. 142). Teachers, researchers, and technologists can learn from one another, and from studies such as this designed to assist and inform others who are interested in learning from professional development models. Embarking on teaching by technology course can "intimidate even the most intrepid," therefore links to research where you can learn from other's personal trials and tribulations are recommended (Sheldon & Lawrence, 1997, p. 1) allowing lecturers to be "forewarned and forearmed" (Osborne & Lafuze, 1997, p. 1).

Technologies that make educational opportunities available around the clock and around the globe have tremendous implications for technical, human, and physical support to plan, develop, deliver and evaluate technology-mediated courses. Technologies make educational opportunities available, but the industry is in such a constant state of flux because of new and emerging technologies, that for lecturers in the 21st century, learning never ends (Almajali et al., 2022; Blackledge, 2021; Novak, 2022).

To make the transition to working in a technology-mediated environment, lecturers need to know the assumptions made of them, and what skills and knowledge they might require to work with administrators, specialists, and communication and support systems. Although knowing learners' needs is key to success, lecturers need to challenge assumptions and rethink teaching and learning (Ellsworth, 1997; Rapanta, 2021; Trinidad, 2021). When implementing technology in their research, lecturers need to participate in professional development opportunities from self-learning to learning in a workshop environment to blend their research skills with the use of technology (Ajeesh, & Rukmini, 2021; Donitsa-Schmidt & Ramot, 2022; Schmidt, 1997).

The study was carried out in the faculty of education of one university in Kampala, Uganda. The researcher used an interview to investigate the professional development needs of lecturers with regard to technology. The target population of the study is 130; which is comprised of all staff in the faculty of education of the University for the Study. The sample size of this study was 98 respondents obtained by using the Slovene formula. Data were analyzed using NVivo software.

3.1 Demographic Data

Participants came from a university with 130 staff members, representing the full faculty and administration of the faculty of education. 98 staff members were chosen at random to participate in the study. 49 female and 40 male invitees participated out of the 98 invited faculty and administrators from all departments within the faculty of education. Of the 9 people who opted out, 2 claimed a conflict of interest, 3 were away or on sabbatical, and 4 either declined to participate or did not reply.

3.2 Focus or Vision of Professional Development

When asked about professional development, many participants (69%) commented that their vision or focus is on being up to date in the current practices, keeping up with their skills, and keeping up in their field. Skill-related, participants give examples of the need to remain current. "My credibility comes from being able to do what I am asking them to do so I dare not let my skills diminish" (75). "We keep aware of the state of the art technology, to know when to jump in" (62). Participants give examples of how professional development is part of their jobs and their quest to gain knowledge and remain current. "Every day is a professional development day, not because you want it to be, but that's the nature of this particular job" (26). "Covid-19 has indicated what needs to be changed, we are trying to keep current in areas that are changing drastically" (27). ''Need to keep on top of development going on with other people in other places" (63). "Professional development is teaching teachers"(60). "Professional development is the opportunity to extend and challenge my thinking and growth related to my career and my responsibilities as a professor" (87). One participant summarizes with a vision of professional development. "The intrinsic reward to do a better job for my own research, do a better job for my own writing and teaching" (78).

3.3 Self-Directed and Ongoing Professional Development

Participants commented that professional development is self-directed and ongoing. Participants give examples of the need for self-directed practice and ongoing investigation. "I practice every day…" (75). Those directly involved in technology must investigate what is new, know what it is capable of, investigate any special requirements, and keep aware of the purpose (62). To keep up with technologies or to keep up in their field, participants learn from each other. ''Talk with people, watch what they are doing, figure out if we can do it that way" (22). Participants suggest that they learn by giving and receiving information and from conferences. "Going to presentations, giving presentations, it's invigorating and informative" (36). Participants identify reading, reflecting, and researching as part of their professional development. "Writing and research is professional development" (19). Participants also indicated their affiliation with professional organizations and their work in the community, and their work in their profession as professional development.

3.4 Use of Technology in Community activities and services to the profession

Participants were asked about their use of technology in their community activities or service in their profession. Many participants are using the technologies to communicate, prepare their materials, deliver presentations, or give demonstrations or workshops on technology.

Participants are using technology within their community. As noted in Table 1, participants give examples of using technologies to communicate through phone, email, and websites, prepare materials through internet searches and downloading, and deliver messages through media such as radio (3), TV (16), internet (40).

Table 1

Showing the percentage of lecturers’ use of technology in community activities
S/n	Use of Technology	Frequency	Percentage %
1	Preparation	69	76
2	Communication	37	42
3	Delivery	49	55

Participants are using the technologies to reach out to provide service in their profession. As noted in Table 2, participants give examples of communicating through phone, email, WhatsApp, and websites, delivery through video/te1econferences,online meetings, and modeling technology by being editors or co-chairs responsible for electronic collection, editing, and distribution of papers.

Table 2

Showing the percentage of lecturers’ use of technology in their profession
S/n	Use of Technology	Frequency	Percentage %
1	Preparation	72	81
2	Communication	61	69
3	Delivery	78	88

Several participants commented that they are using the technologies as a delivery mechanism, and others are demonstrating the technology itself. For example, two participants use it in different ways. "About technology not with technology" (43). "Using technology, not about technology" (88, 89). Most participants are reaching out to their community and profession by either referencing or including technology topics, or by using the technology as a communication tool. Participants are also interested in their own professional development.

3.5 Selecting Professional Development Opportunities

With reference to their own professional development regarding technologies, participants indicated that there is so much information and so many activities in the world that it is difficult to get to it all and that you need to be selective in what and how you participate in professional development opportunities. "There is no way you can read it all" (42). One participant indicated an appreciation of others' filtering opportunities on the behalf of the users. "Somebody made the decision to move to a different platform, but they set up professional development to go with it - that was good" (65). To investigate their professional development needs, participants were asked about their previous, present, and future professional development needs.

3.5.1 Professional Development Opportunities Participated In the Past

As noted in Table 3, the participants indicated the type of activities they were involved in the past. Participants could choose more than one type of activity. 51% of the participants indicated they were self-taught, 42% said they learned from others, and 31% said they took occasional courses.

Table 3

Showing the percentage of how participants learn technology
S/n	how participants learn technology	Frequency	Percentage %
1	Self-taught	45	51
2	Courses	28	31
3	Others	37	42

3.5.2 Professional Development Opportunities Participated Recently

As noted in Table 4, participants identify a number of professional development activities for the technology they were recently involved in such as reading, researching, conferences, meetings, recommended books, and conversations with colleagues. Participants also identify computer applications under tools such as the use of the internet, presentation programs, and digital hardware and software.

Table 4

Showing percentage of professional development opportunities participated recently
S/n	Professional Development Opportunities	Frequency	Percentage %
1	Read/Reflect/Research	68	76
2	Conferences, workshop	62	70
3	Resources, meetings	43	48
4	Tools	52	58

3.5.3 Future Professional Development Needs

Looking to the future, participants identify what they see as emerging and what they want to learn, or where they would like to seek professional development opportunities. Participants indicated they are looking for help with new and existing technologies. ''Need professional development in technology, with the LMS, what is now considered basic stuff' (28). "Want to use the technology more effectively, more broadly" (27). "How do I find out about tools and templates" (17). Most participants commented that they want to learn a variety of technologies such as office applications, technology for production, the internet, communication tools, and ways to incorporate technology in their teaching strategies.

As noted in Table 5, participants are also looking for training to help them in their research, for searching and communicating on the internet, and for using bibliographic tools, research analysis programs, and electronic surveys.

Table 5

Showing the percentage of participants looking for training in research technology
S/n	Tools	Frequency	Percentage %
1	Bibliography	34	38
2	Data analysis	22	25
3	Internet Searches	25	28
4	Electronics surveys	18	20

As noted in Table 6, participants are interested in learning about office applications such as word processing, spreadsheets, databases, presentation packages, websites, and production hardware and software from basic to advanced levels.

Table 6

Showing the percentage of participants interested in learning about office applications
S/n	Tools	Frequency	Percentage %
1	Word processing, spreadsheets, data base, presentations	64	72
2	Website	52	58
3	Production hardware	45	51
4	Production software	38	43

38% of the participants are looking to improve their ability to communicate by learning to use technologies effectively with such tools as email, faculty servers, calendaring, and message management.

Participants also indicated they want to learn to use technologies in their teaching. As noted in Table 7, participants want to investigate how technologies can be implemented with their teaching, with lesson plans that match University objectives (32), with the use of LMS, and how technology can be used in their planning and marks management.

Table 7

Showing the percentage of participants that want to learn to use technologies in their teaching
S/n	Technology	Frequency	Percentage %
1	Teaching	54	61
2	LMS	72	81
3	Marks management	55	62

3.5.4 Ways to Hear about Technologies

However, to know if technologies are applicable in their teaching or research, participants are asking for ways to hear about or see existing or new products and applications because they are so involved with their own area of expertise. When asked about becoming aware of technologies, most of the participants' responses were filtered into more than one category. As noted in Table 8, participants indicated that in the past they primarily learned about technologies by word-of-mouth, from colleagues, conferences, online communications, reading, and commercial advertising.

Presently participants indicated they are actively seeking out information. "Seek it out because technology permeates everything I do" (72). Although participants are becoming aware of technology, there is still a need to get technological information pushed out to the people.

Table 8

Showing the percentage of ways participants hear about technologies
S/n	Category	Frequency	Percentage%
1	Word of mouth	61	69
2	Colleagues	32	36
3	Conferences	28	31
4	Online	19	21
5	Reading	18	20
6	Seek it out	13	15
7	Commercial	11	12

Participants want to learn from others with technology experience. However, participants who are well versed in the technologies are asking if they are offending colleagues when they quite naturally want to jump in and relate or promote new technologies or applications.

I've been accused of running around with a solution looking for a problem... but

what we want to say is there are so many things that are out there in technology,

tell us what you're trying to do, and maybe we can help you do it better. (40)

Participants who are well versed in the technologies need to rest assured that their input is valued. Participants want to be marketed to and sold on the use of computers from people with experience using it in their teaching and in their research and from people dedicated to the technology field. Several participants expressed the need to learn from others with experience using technology (80, 82, 17), and to talk to others in similar fields to find out what works (6). Participants are looking for colleagues and others to help them, not with their research or teaching they are excited about, but with the technology. "Help them go one step more technically sophisticated than maybe they imaged themselves" (39). One participant states that once a perceived need is established, learning can be from a variety of sources. "I need to perceive the need first then I can learn in almost any fashion" (41).

3.5.5 How to Learn about Technologies

When asked about future professional development activities, participants made suggestions on how they would like to learn or enhance their technology skills. Participants commented that they want to acquire technology information through presentations, and they want to participate in professional development through their research, their teaching, self-learning, through local events, through documentation and from the sharing of best practices from others.

Participants are looking to people for help who understand pedagogy and course development (13) and the basics of their scholarly work (35), and who understand pedagogy as it relates to technology (13). As noted in Table 9, many participants suggested that they want to be the recipients of marketing of existing and emerging technologies. Participants also state that they want to be sold on the technology through communication, information sessions and workshops on what is available with examples of how technologies can be used so they might see the application in their work.

Table 9

Showing the percentage of how participants want to learn about technologies
S/n	Category	Frequency	Percentage%
1	Word of mouth	58	65
2	Colleagues	42	47
3	Conferences	37	42
4	Self-taught	31	35
5	Local Resources	31	35
6	Research/Reading	29	33
7	Promotion	23	26
8	Face-to-face	17	19
9	Pedagogy / Andragogy	13	15

As indicated in Table 9, some participants (33%) want to participate in professional development through their own research. 26% of the participants want a promotion. Need presentations on what is available and how it can be used (11, 14). Overview session to talk about different software, what's available, what can be done, and what are the possibilities (58).

Some participants 35% want to teach themselves through manuals or trial and error and by teaching or showing others. 35% of the Participants also support local events such as workshops and the library and university computer orientations, and opportunities to work with specialists in the multimedia lab.

Participants are quite specific about the quality and logistics of training events involving the technologies. Participants ask that trainers or teachers use their pedagogical and andragogical principles in their planning, design, delivery, and follow-up of professional development learning events.

Participants are requesting that professional development activities follow not only pedagogical but andragogical principles. Participants want a clear set of objectives. Participants also want to work collaboratively as they see the value of working with other students in workshops and interacting personally with an instructor rather than interacting with technology. Participants want delivery to be hands-on and interactive. One participant summarizes the need for fixed achievement/variable time learning initiatives with adult education designs. "Need the basic principles of adult education, they need to know how adults learn and apply that to their education designs" (10).

Participants seek courses that are applicable or relevant to the work they do. Participants state that content in any activity or training initiative needs to be relevant with an immediate application if it is to be learned and retained.

3.6 Follow-up Help

Participants suggested documentation is important as a learning tool itself, and as needed support for follow-up. Participants ask the people developing help to check their assumptions because so much help is developed without the user in mind. Participants are asking for manuals, frequently asked questions, and simple "how to" sheets of steps to be made available so users can access help when they need it. Help can be as complex as a manual or as simple as a colleague or staff member writing out a few steps for the user to follow. In addition to documentation, participants draw attention to the need for help from others.

3.7 Infrastructure Service and Support

Participants identified tools, templates, and services that could be provided to help them with their use of technology. Participants also suggested ways tools and services could be implemented.

Participants identify templates that would be helpful to them in their work. Participants support the use of templates presently available and request ethics review forms, research applications for external and internal funding, tutorials, and models for LMS. Participants suggest the forms and templates should be better advertised and stored in an electronic filing cabinet that is easily accessible. However handy the templates and forms are, participants want ease of access and a user-friendly process. Templates and forms need to be developed to be compatible with equipment and software, available both online and on disk, and simple to use with a set of simple help steps. Participants also want to know that the form or template needs to be online, and not just put up as a gimmick. Participants ask for forms and templates but ask that the developers explore their assumptions and make them end-user accessible and friendly.

Participants identify tools that would be helpful to them in their work. Participants request a grade management program to manage and submit marks, multimedia tools, and more equipment such as transcribers and projectors.

3.8 Time Management

Nearly all participants (87%) named time as their most significant problem and most valuable resource when asked about downsides or barriers to professional development related to technologies. Twelve participants explain how they are overloaded with research and teaching tasks by saying, "Even if you have the will and the money, there often isn't the energy" (34). Despite the fact that the majority of participants view a shortage of time as a hindrance to their professional progress, many of them see future opportunities to reclaim time.

Trial and error learning is perceived by participants as being time-wasting. Participants make recommendations. Short courses with pertinent information should be offered locally, multiple times during the end of the term. The ability to offer guidance on both technical and course development is a requirement for instructors and those who can assist with technology (13). Participants propose a 24-hour helpline to cut down on the time people spend looking for information about technology. Participants are also interested in hearing about technology in methods that don't interfere with their workplaces, such as messages from experts in the field or early adopters (50). Participants want to be sold to, marketed to, and given knowledge about emerging technologies and how they are used to determine whether they are relevant.

Participants identify all areas of their academic and administrative work, their work in their community and in their profession, reading, practicing, conferences or development opportunities available, participants indicated a need to be selective. To help users acquire technology skills, participants seek avenues of communication to learn about new technologies, the application of technologies, and best practices from colleagues and early adopters of technology. When participating in professional development activities, participants ask for the development and delivery to be based on adult education and constructivist principles such as relevance and timeliness. Participants indicated an interest in professional development from very basic to emerging technologies, from office applications to teaching and research tools. Participants are suggesting that workshops, courses, and any professional development activities, no matter how good, need follow-up. "The follow-up must be very specific" (88). "Tutors available after the workshop" (76). Participants suggest follow-up can be implemented through formalized help, documentation such as "quick and easy written out steps," tools, and services. Participants also brought up the issue of infrastructure. The infrastructure needs to be in place for participants to learn and use technologies.

Participants want to learn about technologies. When asked about becoming aware of technologies in the future, most participants indicated an interest. However, to learn about the technologies, lecturers need to hear about or see the technologies. If the technologies can be communicated to the lecturers, then lecturers can investigate the relevance in their work or investigate how the technology can make their work more effective or productive. To participants, there is a plethora of technology on the market, but they have limited time to get to it. When asked about drawbacks or deterrents to professional development regarding technologies, almost all participants (87%) identified time as both their most important issue and their most valued resource. As participants are busy keeping up with their discipline and field of studies and learning from colleagues worldwide, they do learn about technologies but rely heavily on members of technology groups or colleagues. More than 20 comments suggested that in addition to the media and conferences, they rely on early adapters of technologies to talk about and demonstrate what is new and how it can be applied, and rely on others who have integrated technologies to share their best practices. If lecturers see a fit between the technology and their work, or if someone such as an early adapter or support person can see the fit and recommend it to the lecturer, the lecturer is then ready to proceed, learn, and apply their learning.

4.1 Theories

Based on input from participants in the findings and from the theme related to support, theories for professional development involving technologies emerge. The interdependence and support required to learn and use technologies are relevant to a theory of systems view. The need for lecturers to investigate problem-solving and integration of technology with the curriculum closely links to principles in andragogy and constructivist theory. How faculty want to participate in professional development and how they want to be supported is based on principles of adult education. Together, these theories lend themselves to successful professional development interventions for lecturers to learn and use technology based on their input.

Based on the findings of this study investigating the professional development needs of lecturers with regard to technology, the following concluding statements emerged.

Lecturers identify professional development as self-directed and ongoing. Lecturers want to learn about technologies, however, their greatest barrier is time.

To overcome the lack of time, lecturers want early adapters or adopters of technology to communicate to them what is new and any best practices and suggestions. Once lecturers perceive the relevance between technology and part of their work, they will seek professional development opportunities.

To overcome the lack of time, lecturers want professional development opportunities based on their needs, relevant to how they want to apply the technology, with trainers and support people who use principles of andragogy and constructivism when teaching, training, and communicating.

Lecturers realize that technology exists within an interdependent system. Lecturers also realize they depend on this infrastructure for support. Lecturers are appreciative of the technical and application support they receive, however, they recognize the need for additional resources for follow-up technical and application support. Lecturers want the right support at the right time through creative ways such as demonstrations, directions taped to equipment, electronic or paper documentation, access to specialists, templates, production services, and access to a registry of support people that can be reached across time zones.

In conclusion, Lecturers are interested in technology, and are using technology in their teaching but are looking for strategies to implement technology using pedagogical, andragogical, and constructivist principles to promote problem-solving, critical thinking, and collaboration. As lecturers' greatest barrier is "lack of time," lecturers look to early adopters of technology to communicate what is new and best practices, and for help and services to use the technologies. Lecturers are interested in the integration of technology with andragogical and constructivist principles in their field, and they are also interested in learning in an andragogical and constructivist environment. Lecturers realize how technology exists within an interrelated system and that to work within the system, they need equitable access, training, and support.

The following practical recommendations are offered for consideration:

Those involved in planning and implementing professional development opportunities need to consider the needs of administrators and lecturers, and principles of adult education and constructivism. Professional development opportunities need to be aligned with the participant's needs. When designing and implementing professional development opportunities, principles of adult education need to be included: Content needs to be relevant and 'just in time or a waste of time" (24), concepts need to be linked to previous learning, events need to be offered at multi-times, to small groups interested in the same application, to groups who are at relatively the same level, in various locations such as online, or in a lab, or in a lecturer's office, with interaction to learn from the instructor as well as from colleagues, from instructors or facilitators who follow adult education principles such as talking in "plain language rather than computerize" (33), who also have enough assistants to ensure everyone is at the right place at the right time. The instructors need to be open to interaction and ensure follow-up support.

As lack of time was identified as the greatest barrier to implementing technology, it is recommended that administrators, lecturers, and those supporting the technologies implement strategies to make the most of their time and the time of others: work at flex times at flex work sites, obtain release time, use voice recognition software, become involved in professional development activities that are relevant and based on adult education and constructivist principles, do not waste time on self-learning when help can be obtained, have follow-up support available, have a faculty and department website that can handle generic inquiries, have a database to go to download general responses to generic inquiries, have a self-help system for students and student teachers, and an electronic marks management system compatible with administration.

With a responsibility to address the technology requirements set out in the curriculum, the need to help pre-service and service teachers become comfortable with continuously learning technologies and being creative to integrate technologies, administrators and lecturers need equitable access to technology, release time, and recognition to learn and use technologies. Those in positions of leadership are asked to implement strategies to recognize that the roles of lecturers have changed and will continue to change as technologies are incorporated into their work and education. The implementation of policies and procedures is recommended to recognize lecturers' achievements in the annual review process and to showcase technology teaching and research projects individuals and groups are involved in. It is also recommended that equitable funding for technology be established by such strategies as considering needs on an individual basis. Recognition and release time for faculty will influence how faculty can help pre-service and active teachers prepare for technology that will ultimately be of value to their students.

Data Availability: The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

Funding: No funding received.

Acknowledgment: Not applicable.

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Modern technology adoption and professional development of Lecturers

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Abstract

1 Introduction

1.1 Rational

2 Methodology

3 Result

3.1 Demographic Data

3.2 Focus or Vision of Professional Development

3.3 Self-Directed and Ongoing Professional Development

3.4 Use of Technology in Community activities and services to the profession

3.5 Selecting Professional Development Opportunities

3.5.1 Professional Development Opportunities Participated In the Past

3.5.2 Professional Development Opportunities Participated Recently

3.5.3 Future Professional Development Needs

3.5.4 Ways to Hear about Technologies

3.5.5 How to Learn about Technologies

3.6 Follow-up Help

3.7 Infrastructure Service and Support

3.8 Time Management

4 Discussion

4.1 Theories

5 Conclusion

6 Recommendations

Declarations

References

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