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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