Abstract
Pakistan’s Government and private educational establishments have been trying to
integrate Information Communications Technology (ICT) in education since last decade.
In view of ICT on-going integration project led by the local Government and private
educational institutions, the present convergent parallel design of mix method examines
teachers’ perceptions about the use of ICT tools and their practices in four important areas
namely teaching, management, training and personal use. The research participants were
teacher educators from one of the largest women university of the region and one mixed
and oldest university of the country. A total of 50 teachers,
20 from Education Department of Women University and 30 from Education institute
of the mixed oldest university in Punjab were chosen purposively. The participants
comprised of 25 male and 25 female members. Further 10 teachers from sample were
randomly selected for conducting interview. Data were collected through using survey
and interview technique. Descriptive statistics were used to analyze the quantitative
data. While thematic analysis was carried out for interviews. Both results were
merged under specific categories based on research questions. It was revealed that use
of ICT is seen favorably among the participants; however they highlighted lack of
accessibility to ICT tools as the biggest barrier in the wide usage of the tools. A
variety of ICT tools were used by female teachers for teaching prospective teachers
and management while male teacher educators use ICT tools for professional training
and do more personal use of it. It was noted that study participants used ICT tools to
accompaniment their current teaching methods, however their usage had not resulted
in transformation of their pedagogies. This trend was especially visible in the male
teachers as they used ICT but sustained their established practices.
Fakhra Aziz , Uzma Quraishi . (2018) Use of ICT in teaching, professional training, management and personal use: Teachers’ Perspective, Journal of Arts and Social sciences, Volume 5, Issue 1.
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