Challenges and Opportunities of Learning Management System Integration From a Zimbabwean University Perspective DOI
Doris Chasokela,

George Nervous Shava,

Sibongile Mpofu

et al.

Advances in higher education and professional development book series, Journal Year: 2024, Volume and Issue: unknown, P. 73 - 98

Published: April 22, 2024

This chapter examines the challenges and opportunities associated with integration of implementing learning management systems (LMS) at a Zimbabwean university. It provides brief overview current state LMS in country highlights some that have been faced, such as limited technical expertise poor internet connectivity. then goes on to discuss benefits integration, including improved outcomes, enhanced student engagement, increased access educational resources. The is based case studies universities recently implemented an explores experiences students, faculty, administrators. found was seen valuable tool for improving teaching learning, but it also presented related issues, user training, institutional culture.

Language: Английский

From Technology‐Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context DOI Open Access
Ziwen Pan, Yongliang Wang

European Journal of Education, Journal Year: 2025, Volume and Issue: 60(1), P. 1 - 16

Published: Jan. 27, 2025

ABSTRACT Artificial Intelligence (AI) literacy has come to the spotlight, empowering individuals adeptly navigate modern digitalised world. However, studies on teacher AI in English as a Foreign Language (EFL) context remain limited. This study aims identify intraindividual differences and examine its associations with age years of teaching experience among 782 teachers. Given absence reliable instrument measure literacy, we first constructed validated scale encompassing five sub‐scales: Knowledge , Use Assessment Design Ethics . Subsequently, latent profile analysis (LPA) was conducted using Mplus 7.4, results revealing four distinct profiles: Poor (C1: 12.1%), Moderate (C2: 45.5%), Good (C3: 28.4%), Excellent (C4: 14.1%). Multinomial logistic regression analyses indicated significant between both experience. Additionally, 32 respondents participated semi‐structured interviews. The qualitative data analysed MAXQDA 2022 triangulated quantitative offered deeper insights into teachers’ perceptions their literacy. provides theoretical practical implications for understanding Chinese EFL context.

Language: Английский

Citations

3
The relationship between information literacy and digital self-efficacy in teaching information literacy for new teachers in Lithuania DOI Creative Commons
Palmira Pečiuliauskienė

Social Sciences & Humanities Open, Journal Year: 2025, Volume and Issue: 11, P. 101304 - 101304

Published: Jan. 1, 2025

Language: Английский

Citations

0
Culture-DPACK: A TPACK scale for evaluating Chinese language teachers’ perceptions of integrated literacies DOI Creative Commons
Yue Xu, ZhengLiang Zhang,

C. Lai

et al.

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: April 10, 2025

Language: Английский

Citations

0
Enhancing Digital Competencies of Teachers DOI
Seema Yadav

Advances in educational marketing, administration, and leadership book series, Journal Year: 2024, Volume and Issue: unknown, P. 109 - 134

Published: Dec. 27, 2024

This chapter explores the critical role of digital literacy and technology in modern education, focusing on integration Information Communication Technology (ICT) competencies teaching learning. It highlights necessity for educators to develop skills effectively incorporate into their pedagogical practices enhance educational outcomes. The study emphasizes that encompasses not only technical proficiency but also ability critically evaluate use tools ethically creatively. discusses challenges faced by educators, including varying levels competency need continuous professional development. Additionally, it examines how storytelling other innovative can engage students improve learning experiences. concludes underscoring importance a supportive environment ongoing training ensure both thrive age.

Language: Английский

Citations

0
Challenges and Opportunities of Learning Management System Integration From a Zimbabwean University Perspective DOI
Doris Chasokela,

George Nervous Shava,

Sibongile Mpofu

et al.

Advances in higher education and professional development book series, Journal Year: 2024, Volume and Issue: unknown, P. 73 - 98

Published: April 22, 2024

This chapter examines the challenges and opportunities associated with integration of implementing learning management systems (LMS) at a Zimbabwean university. It provides brief overview current state LMS in country highlights some that have been faced, such as limited technical expertise poor internet connectivity. then goes on to discuss benefits integration, including improved outcomes, enhanced student engagement, increased access educational resources. The is based case studies universities recently implemented an explores experiences students, faculty, administrators. found was seen valuable tool for improving teaching learning, but it also presented related issues, user training, institutional culture.

Language: Английский

Citations

0