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

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.”