Examining the support required by educators for successful technology integration in teacher professional development program

Abstract

The utilization of technology in the realm of teacher education has witnessed a burgeoning popularity, affording educators a broader spectrum of choices in formulating pioneering pedagogical strategies. Nevertheless, the pragmatic implications arising from the integration of technology have persisted in giving rise to contentious deliberations concerning the requisite support mechanisms necessary for the seamless technology integration in instructional methodologies. One prevailing conjecture posits that the provision of support to educators in technology integration into instructional processes may exert a pivotal influence on the efficacy of the intended instructional practices and, consequently, the ensuing learning outcomes. Extant scholarly inquiry within the domain of teacher professional development has, however, somewhat fallen short in capturing real-time occurrences within the pedagogical training of teachers. This research explores how educators are supported in integrating technology into instructional practices, using Vygotsky’s social constructivist ideology to examine the necessary support prerequisites for teacher professional development programs. The research adopts a qualitative and interpretive research approach, in which the findings to research question revealed a complex support mechanism for integrating technology into instructional practices. The findings highlight the importance of continuous and proactive support for educators to enhance their technical competencies for innovative strategies.

Keywords:

• Instructional practices
• professional development program
• support
• teacher education
• technology integration

Reviewing Editor:

• Debra Laier Chapman. School of Computing, University of South Alabama, Alabama, United States

Subjects:

• Education
• Educational Technology
• Technology in Education

Acknowledgements

The author’s doctoral thesis provided the data used in this investigation. The author expresses special gratitude to the faculty and support personnel of Rhodes University's Department of Primary Education's Bachelor of Education (B.Ed.) program. The author greatly values their contributions to the study, as they have supplied information that has made clear the kind of support that educators require to integrate technology into classroom instruction in teacher professional development program. In addition, the author expresses gratitude to Drs. Simuja Clement, Lise Westerway, Kavish Jawahar and Tawanda Mataka, Mr. Brian Shambare, Mrs. Theodorio Francisca, Professors Agnes Chigona, Eureta Rosenberg, Ruth Simbao, Tayo Omoniyi and Stephen Folaranmi for their intellectual and moral support during the study's conduct.

Disclosure statement

No potential conflict of interest was reported by the author.

Data availability statement

This article contains the data that were collected for the study. It may be utilized for educational purposes without receiving payment of any kind.

Additional information

Funding

The author did not receive any funding throughout the conduct of this study.

Notes on contributors

Adedayo Olayinka Theodorio

Adedayo Olayinka Theodorio has a background in Computer Science Education, Educational Technology and ICT in Education at undergraduate and postgraduate levels. His areas of interest in research are TPACK, digital divide in teacher education and technology integration. He has over ten years experience researching and teaching at secondary and post-secondary education.