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At present teacher education in Pakistan is in a transitional phase. The
Government of Pakistan has developed ten professional standards for teachers’
recruitment and training (NPSTP, 2009). Two subjects ‘Computer literacy’ and
‘ICTs in Education’ have been introduced in the new curriculum to equip
prospective teachers with Standard # 7 of NPSTP 2009 (i.e., ‘Effective
Communication and Proficient Use of Information and Communication
Technologies’) and to enhance contemporary technological skills required by a
21st-century educator. This quantitative descriptive study was aimed to investigate
teacher educators’ attitudes towards the pedagogical use of ICTs in the teaching
and learning process. For this quantitative study, five research questions, one
descriptive and four inferential were formulated. A questionnaire was used for data
collection. The sample of the study of 133 teacher educators’ was conveniently
selected from different teacher training institutions of Karachi. The descriptive
analysis of the attitude scale illustrates the moderate level of positive attitude
towards the use of ICTs among teacher educators of Karachi TTIs. The analysis of
inferential questions (null hypotheses) illustrates that there is no significant
difference in attitudes of teacher educators concerning gender, age, and
experience, and this finding is aligned to recent studies conducted by Mustafina
(2016) and Tweed (2013). Consequently, from the findings of this study, it may be
concluded that demographical variables (i.e., gender, age, and experience) are not the determinants of teacher educators’ attitudes towards the use of ICTs. The
findings of the study suggest that supportive conditions and hands-on training on
the pedagogical use of ICTs should be conducted in TTIs.
Sohail Ahmed, Hina Hussain Kazmi. (2020) Teacher Educators’ Attitude towards the Pedagogical use of ICTs: A Study from Karachi, Pakistan, Journal of Education and Educational Development, Volume 7, Issue 2.
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