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Teaching with technology: does professors’ background matter?

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Abstract

Technology will not replace teachers but teachers who use technology will replace those who don’t. The preliminary objective of this study was to measure the ‘level of knowledge’ university professors’ require for integrating technology into their classroom teaching–learning practices. The primary objective was to examine the influence of their background characteristics on this required knowledge. To achieve our desired objectives, using the model of TPACK (Technological, Pedagogical, and Content Knowledge) as a foundation, an online survey was carried out on a sample of (N = 712) professors from 08 universities of Jammu and Kashmir, India. Parametric test results confirmed that the required knowledge of professors who are male, senior by profession, working in a tenure track, and teaching science discipline subjects is significantly higher than the professors who are female, junior by profession, working in a non-tenure track, and teaching social science discipline subjects. Multiple linear regression results confirmed that background variables (except professor’s level of educational qualification) together predict the professors’ required level of knowledge, as 51.7% of the variance in the outcome was explained by the background variables. Policy implications and suggestions for future research are discussed.

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Source: www.tpack.org

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Availability of data and material

The datasets used and/or analyzed in the current study are available from the corresponding author on reasonable request.

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Acknowledgements

I express sincere thanks to the participants in this study for their contribution to the data collection process.

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  1. National Institute of Educational Planning and Administration, New Delhi, 110016, India

    Gowhar Rashid Ganie

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  1. Gowhar Rashid Ganie
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The whole manuscript (data collection, analysis, and report writing) for the publication was prepared by the only author (first as well corresponding) Gowhar Rashid Ganie.

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Correspondence to Gowhar Rashid Ganie.

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All authors read and approved the final manuscript. There is no conflict of interest. The interest is in understanding the technology integration of teachers in their classroom teaching practices.

Ethical statement

The authors declare that this study followed all the applicable research ethics.

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Informed consent was obtained from all the individual participants included in the study.

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Ganie, G.R. Teaching with technology: does professors’ background matter?. SN Soc Sci 3, 104 (2023). https://doi.org/10.1007/s43545-023-00696-6

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