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Revista Cubana de Medicina Militar

Print version ISSN 0138-6557On-line version ISSN 1561-3046

Rev Cub Med Mil vol.49 no.1 Ciudad de la Habana Jan.-Mar. 2020  Epub Mar 01, 2020

 

Artículo de investigación

Integration of computer technology in teacher education at Pakistan public sector university

Sadruddin Bahadur Qutoshi1 
http://orcid.org/0000-0003-1630-428X

Tajuddin Ddin Sharar1 
http://orcid.org/0000-0001-6041-799X

Sabit Rahim1 
http://orcid.org/0000-0002-0213-1958

Lourdes Bárbara Alpizar Caballero2  * 
http://orcid.org/0000-0001-8995-5599

1Universidad Internacional de Karakoram. Gilgit-Baltistan, Pakistan.

2Universidad de Ciencias Médicas de La Habana. La Habana, Cuba.

ABSTRACT

Introduction:

Qualitative case study aims to explore the perceived practices of teacher educators about technology integration in their pedagogical engagement in B. Ed (Hons), elementary program offered by a public sector mountainous university in Pakistan.

Objective:

To explore the practices perceived by university teachers on the Integration of Computer Technology in Teacher Education to achieve the learning outcomes of the new four-year model B. Ed, to enable educators to improve their academic competence, and related professional competence, in the current, ongoing climate of educational reform.

Methods:

Qualitative case study research, theoretical and empirical methods were used; semi-structured and open Skype interviews were applied, based on an intentional sample of two teachers. Results: the teachers integrated computer technology in their teaching but the nature of integration was superficial.

Conclusions:

The new four-year model B. Ed used, was based in teacher-centered instead of learner-centered, the level of integration was symbolic. The institutional conditions in terms of resources, proficient level of knowledge and skills presented weaknesses, and improper organizational arrangements for technology integration in teaching. Authors recommended developing teachers' knowledge and pedagogical content knowledge of computer technology to improve 'essential conditions' required for successful integration of technology in teaching.

Keywords: teacher education; teacher educators; pedagogical approaches; computer technology; technology integration; mountainous university

INTRODUCTION

It is acknowledged that Computer Technologies (CTs), as pedagogical tools, are an effective ways to achieve the goals of university courses elsewhere in the world including Pakistan. However, every university within the country has its own socio-cultural settings.1)

Since 2010, in almost all Pakistani private sector universities under the guidelines and support of Higher Education Commission of Pakistan (HEC), a new program of Information and Communication Technology (ICT) has been introduced including Indus University of Technology (IUT), and colleges of education affiliated to these degree awarding institutions. It's one of the newly born public sector universities, with huge scarcity of teaching and learning resources, insufficient infrastructure and other facilities for research and development as compared to other resourceful universities in Pakistan,2 and offers to the prospective teachers (students-teachers), seeking to become professional teachers in their academic career. This model education degree program highly demands effective use of ICT as pedagogical tool in teaching in order to achieve the desired learning outcomes of the program implemented by HEC.3

In the context of the IUT, few members of the faculty are trained to use ICTs at different levels,4 while the rest still face great challenges even at the basic level for the application of technologies in education.5 The department of educational development of the IUT presents a great shortage of material and infrastructural resources to facilitate both teachers and students the achievement of the desired learning result using ICTs.2

The research aims to explore the practices perceived by university teachers on the use of computer technologies in teaching, to check how existing resources facilitate or hinder the entire teaching process to achieve the learning outcomes of the new four-year model B. Ed., elementary degree program to prepare university teachers at Mountainous University in the use of computer technologies in education.

METHODS

This qualitative cross-section case study aimed at exploring teachers' perceived practices and challenges of integrating ICT4 into curriculum of B. Ed. (Hons) Elementary level, developed spring semester (Feb to June, 2018).

Theoretical and empirical methods were used. The documentary and historical logical analysis to frame theoretically was used to describe the implementation of the new model of teacher education degree Programs, and the systematization to study in light of the dimensions of a conceptual / theoretical framework offers relevant literature with respect to usage of computer technology in teacher education and provides insights with regard to usage of computer technology in teacher education in the Pakistan.5 Population will be all teachers of a public sector university in Pakistan; the sample is purposefully selected two teachers of a Public Sector University in a Mountainous Area of Pakistan. Inclusions criteria consisted to select teachers who use Skype as a toll teaching and learning as well as a research, as a mobile technological tool for data collection within semi-structured interview protocol and they were. There were two teachers with these conditions at Indus University of Technology. The exclusion criteria consisted off the teachers who used computer technology but not using Skype as a medium for the interview.

To analyze the outcomes, authors used the thematic analysis. The criterion-purposive sampling technique is an effective strategy to seek information from knowledgeable people6) in order to generate rich data about the case. The research site and participants were selected on the basis of the following criteria: the university offering Associate Degree in Education (ADE) and B. Ed (Hons) Elementary; the university willing to participate in the study; faculty members who were teaching in ADE/ B. Ed (Hons) program by using computer technologies; and faculty members' willing to participate in Skype interviews for this study. The data collection procedure and analysis were guided around major factors and variables contributing to or limiting the effective use of CTs at different levels. The process of data analysis was carried out through the transcription of the interviews before coding; sorting out arranging categories into broader themes emerged. A thematic approach to data analysis was used to come with emerging. Ethical aspects for the study, included pseudonyms, which were used instead the real names of the research site.

RESULTS

One of the research participants expressed his views about computer knowledge in these words:

"I learnt computer during my undergraduate studies and I did a diploma in 1993… later on I updated myself to use computer for my personal and professional needs to fulfill…for example I learnt how to make a Power Point presentation and how to display data by connecting with multimedia"

. (Interview, 10/07/17).

This shows that teachers have basic awareness and knowledge of computer technology and its usage.

While another teacher shared similar views about his awareness and knowledge of ICT integration into teaching. He explained that

"Initially I was not good at computers… but during self-interaction with computer at home with my brother I learn how to use computer for teaching and learning… I am very interested to know more about it…from time to time we can learn through internet and self-exploration … I think, once you have basic understanding of computer and you can use this knowledge to help learners ʺ

... But to know completely new programs one needs proper training". (Interview, 10/07/17).

This reflects that teachers have basic understanding of computer knowledge and can use at personal and professional level in a limited way.

Both the participants explained that

"they know how to operate Microsoft word, Excel, Power Point, internet explorer and other basic utilities to maintain their record relating to teaching, learning and assessment"

(Interview, 20/7/17). It means that the participants possess knowledge of basic concepts and skills of computer technology.7

Replying to a question a teacher expressed that

"I can use computer for making notes for students, preparing question papers and making Power Point presentations for my lectures in class …but I cannot use computer for designing computer based instruction and assessments … we need more advanced level of training to use computer technology for better learning of students"

. (Interview, 20/7/17).

The findings show that the teacher somewhat use computers in their teaching practices at very basic level that defines a teacher centered approach to teaching.

This shows that teachers have basic awareness and knowledge of computer technology and its usage.

The findings show that the teacher somewhat use computers in their teaching practices still not seen on a regular basis, and also reveals that the participant need to professional development opportunity that could lead them to employ learner-centered pedagogical approaches.

While answering to a question participants expressed that

"We have no official laptops to use in class and the department has no arrangements for us to facilitate that, ... it is not possible for us to take our office desktops to class every time for presentation purposes… it is very difficult we cannot do so … we recommend that office should arrange at least in subjects like ICT in education. (Interview, 10/7/17). And also another participant expressed the dissatisfaction about the unavailability and accessibly of technological resources at the university, because they actually work practically in a class without computers for learners; the students can practice in groups of ten, and not in pairs. This is how they can develop their knowledge and skills of computers"

. (Interview, 10/7/17)

The findings shows that universities need to focus on provision of technological equipment like laptops for office and classroom presentation purpose rather than providing a desktop which can only be used for office purpose.8

DISCUSSION

The documentary and historical logical analysis to frame theoretically showed a successful implementation of the new model of teacher education degree Programs, can be studied in the light of dimensions of the following diagrammatic theoretical/conceptual framework. This framework is designed by re-conceptualizing different models of ICT integration in teacher education8 such as learner centered model of Weimer.9 The Technology, Content Knowledge and Pedagogy (TCKP) Model10 is another important model designed to effectively integration of the Technology.11 TCKP that all together can play an important role to improve the teaching and learning to achieve desired objectives of a course.

Specifically, the theoretical framework allows us to study use of technology in the B. Ed (Honors) elementary with reference to three dimensions such as teachers: awareness and knowledge about technology; pedagogy; and conditions and environment for integrating ICT in teaching. This theoretical framework is comprehensive at the figure 1 and, its dimensions allow us to explore all the elements of technological integration in teaching:

Taken from: Weimer M. Learner-centered teaching: Five key changes to practice. Washington DC: Ed. John Wiley & Sons; 2002. 456 p.

Fig. 1?  Theorical Framework for ICT Integration.  

No doubt, educational institutions need to ensure required to develop teachers' capacity to use technology in their respective classes. In addition universities need to provide all required resources as mentioned in prerequisite conditioning model.11 This enables teacher educators/teachers to focus on students-centered approaches to teaching rather than teachers-centered approaches to teaching .12 However, it depends upon the commitment of institutions to develop and arrange technologically-equipped classes, provide easy access to resources and facilitate faculty to utilize required resources to empower learners with CTs in their learning. Thus, it is the institutions that have to develop such a

"culture and infrastructure that allow such work to flourish"

1 and enable teacher educators to use the technologies leading to different levels of

"evolutional experience"

stage.13

The expert level use of computer technology by teacher educators can enable learners to make sense of their learning. The teachers' technological familiarity, availability and accessibility of technological tools may lead to technological integration into teaching. The integration of ICT into teaching in turn helps teachers in reorientation to their uses leading towards evolution and expert use of technology.2

Teachers' Awareness of Computer Technology findings revealed that teachers are to some extent aware of the basic use of computers in their teaching process and try to use in their professional lives.14

The data reveals that teachers appear to practice some basic level of pedagogical approaches with reference to the use of technological tools in teaching. For example they do not know how to design Computer Based Assessment (CBA) tests, online testing methods to assess learners' skills and knowledge related to the subject ICT in education.

This basic level of computer usages in their classroom is still not seen on a regular basis. The data also reveals that the participant need to professional development opportunity that could lead them to employ learner-centered pedagogical approaches; tried to utilize awareness and knowledge of technology in teaching and learning practices.15) The data reveals that the university has so far no contributions in developing teachers' awareness and knowledge of computer technology or there is no such mechanism that could ask the faculty to integrate technology in their teaching and learning practices.

Participants tried to utilize awareness and knowledge of technology in teaching and learning practices but, their limited knowledge and skills, restrict them to use technology at advanced level.16 This basic level of understanding does not guarantee that the teacher educators will use computer related technologies in their teaching to achieve the objectives of the program15,17) Moreover, their awareness and interest show the desired to know new technologies seems a good sign to learn and teach for improving practices at the university through integration of technologies in their practices.17

They also recognized the needs to know completely new programs one needs proper training. Thatʼs why

"SMART classroomsʺ

are necessary.

According to Jamil et al., the concept of

"SMART classrooms - the classrooms equipped with a wide range of ICT facilities-, including computers, projectors-"

, in the context of South Asian countries, which facilitate fully technologically-equipped classroom teaching and learning. Findings revealed that teachers are to some extent aware of the basic use of computers in their teaching process and try to use in their professional lives.2

About basic the awareness and knowledge of computer technology and its usage by the participants, we found out the same results as Hassan14 in 2010, that teachers have basic awareness and knowledge of computer technology and its usage and reveals that the university has so far no contributions in developing teachers' awareness and knowledge of computer technology or there is no such mechanism that could ask the faculty to integrate technology in their teaching and learning practices.

Their awareness and interest were similar to the results of Koehler et al., showing that they are willing to know more about computers, and the desired to know new technologies seems a good sign to learn and teach for improving practices at the university through integration of technologies in their practices.17

The integration of ICT in teaching and learning demands SMART classrooms in order to facilitate the process of teaching and learning to achieve the desired teaching and learning objectives and that depends upon the level of teacher educator's knowledge, understanding, motivation to use as a tool in teaching, expertise to use 'efficiently and effectively' in their classes as well as supportive, collaborative and encouraging work environment in the institutions.18

About the needs to professional development opportunity that could lead them to employ learner-centered pedagogical approaches, authors fond out same findings were obtained by Aslan8 and Chang, Aydin and col.19, about the nature of ICT integration into classroom practices; in the context appears to be theoretical. The teachers are not engaged in any practical activity in computer lab to develop students' skills and knowledge of computer technology.12,18 As a result of these practices one cannot expect effective teaching and powerful learning in such kind of situations.

An important finding revealed that institutional conditions and environment does not support the effective integration of CTs in teaching and learning practices.

To provision of technological equipment for educational proposes, is very important to initiate the concept of SMART classrooms in every department of these higher educational institutions to facilitate both teacher educators and learners.20,21 Also consider the inclusion of digital educative contents to be consult through smartphones as pedagogical tools, previous promotion of digital competences. In this context, the authors agree with Domínguez,22 Chiecher et al23 to include digital educational content such as graphic, textual and audiovisual materials designed for consultation on portable devices.

The practices perceived by university teachers at Mountainous University in the use of computer technologies in teaching, shown in this study that they were having basic awareness and knowledge of CTs but with limited integration of technological tools in their teaching and use of these technologies in their practices but the level of integration seems to be teacher-centered instead learner-centered. The integration of TCs in the B. Ed. (Hons) is in its infancy and resources are insufficient for the effective integration of technology in education. Moreover, the institutional conditions and environment need to be improved if the universities have to introduce computer based instruction to students for enhancing their learning.

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Received: May 17, 2019; Accepted: October 15, 2019

*Autor para la correspondencia. Correo electrónico: lourdesa@infomed.sld.cu

No conflicts of interest are declared.

Sadruddin Bahadur Qutoshi: designed and wrote the work.

Tajuddin Ddin Sharar: performed the analysis and interpretation of the results.

Sabit Bit Rahim: participated in the design and writing of the work.

Lourdes Bárbara Alpizar Caballero: participated in the edition, analysis and writing of the work.

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