Educational Technology Integration Strategies in Colleges of Teacher Education in Ethiopia
Research on educational technology (EdTech) integration has extensively explored determinants; however, strategies remain underexamined. Existing models predominantly focus on identifying the determinants of technology adoption yet fail to offer systemic frameworks for sustainable EdTech integratio...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
The Canadian Network for Innovation in Education (CNIE)
2025-07-01
|
| Series: | Canadian Journal of Learning and Technology |
| Subjects: | |
| Online Access: | https://cjlt.ca/index.php/cjlt/article/view/28880 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849709427824787456 |
|---|---|
| author | Misganaw Tadesse Woldemariam Amanuel Ayde Ergado Worku Jimma |
| author_facet | Misganaw Tadesse Woldemariam Amanuel Ayde Ergado Worku Jimma |
| author_sort | Misganaw Tadesse Woldemariam |
| collection | DOAJ |
| description |
Research on educational technology (EdTech) integration has extensively explored determinants; however, strategies remain underexamined. Existing models predominantly focus on identifying the determinants of technology adoption yet fail to offer systemic frameworks for sustainable EdTech integration. This study bridges that gap by investigating strategies proposed by stakeholders in a college of teacher education, culminating in a theoretical framework. The research was conducted across four Ethiopian colleges of teacher education by employing a constructivist grounded theory. Data were collected through semi-structured interviews and document analysis, involving 23 participants selected through purposive and theoretical sampling. Data analysis was performed using MAXQDA (Version 2020) software. The results revealed six key strategies categorized into teacher-related, institution-related, and organization-related. A co-constructed theoretical framework illustrates the roles of various stakeholders in EdTech integration, underpinned by ecological systems theory, diffusion of innovations, and the unified theory of acceptance and use of technology. Credibility was ensured through a member-checking survey. The study advocates for further quantitative research to evaluate the correlation between strategies and educational technology integration outcomes, with replication across diverse contexts and stakeholders.
|
| format | Article |
| id | doaj-art-9572fa5e8fad4ac6a7aafeab67dd631d |
| institution | DOAJ |
| issn | 1499-6677 1499-6685 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | The Canadian Network for Innovation in Education (CNIE) |
| record_format | Article |
| series | Canadian Journal of Learning and Technology |
| spelling | doaj-art-9572fa5e8fad4ac6a7aafeab67dd631d2025-08-20T03:15:18ZengThe Canadian Network for Innovation in Education (CNIE)Canadian Journal of Learning and Technology1499-66771499-66852025-07-0151110.21432/cjlt28880Educational Technology Integration Strategies in Colleges of Teacher Education in EthiopiaMisganaw Tadesse Woldemariam0https://orcid.org/0000-0001-9906-3009Amanuel Ayde Ergado1https://orcid.org/0000-0001-8095-0089Worku Jimma2https://orcid.org/0000-0001-7330-4054Jimma Institute of TechnologyJimma Institute of TechnologyJimma Institute of Technology Research on educational technology (EdTech) integration has extensively explored determinants; however, strategies remain underexamined. Existing models predominantly focus on identifying the determinants of technology adoption yet fail to offer systemic frameworks for sustainable EdTech integration. This study bridges that gap by investigating strategies proposed by stakeholders in a college of teacher education, culminating in a theoretical framework. The research was conducted across four Ethiopian colleges of teacher education by employing a constructivist grounded theory. Data were collected through semi-structured interviews and document analysis, involving 23 participants selected through purposive and theoretical sampling. Data analysis was performed using MAXQDA (Version 2020) software. The results revealed six key strategies categorized into teacher-related, institution-related, and organization-related. A co-constructed theoretical framework illustrates the roles of various stakeholders in EdTech integration, underpinned by ecological systems theory, diffusion of innovations, and the unified theory of acceptance and use of technology. Credibility was ensured through a member-checking survey. The study advocates for further quantitative research to evaluate the correlation between strategies and educational technology integration outcomes, with replication across diverse contexts and stakeholders. https://cjlt.ca/index.php/cjlt/article/view/28880Ethiopiaconstructivist grounded theoryeducational technologyteacher educationstrategies |
| spellingShingle | Misganaw Tadesse Woldemariam Amanuel Ayde Ergado Worku Jimma Educational Technology Integration Strategies in Colleges of Teacher Education in Ethiopia Canadian Journal of Learning and Technology Ethiopia constructivist grounded theory educational technology teacher education strategies |
| title | Educational Technology Integration Strategies in Colleges of Teacher Education in Ethiopia |
| title_full | Educational Technology Integration Strategies in Colleges of Teacher Education in Ethiopia |
| title_fullStr | Educational Technology Integration Strategies in Colleges of Teacher Education in Ethiopia |
| title_full_unstemmed | Educational Technology Integration Strategies in Colleges of Teacher Education in Ethiopia |
| title_short | Educational Technology Integration Strategies in Colleges of Teacher Education in Ethiopia |
| title_sort | educational technology integration strategies in colleges of teacher education in ethiopia |
| topic | Ethiopia constructivist grounded theory educational technology teacher education strategies |
| url | https://cjlt.ca/index.php/cjlt/article/view/28880 |
| work_keys_str_mv | AT misganawtadessewoldemariam educationaltechnologyintegrationstrategiesincollegesofteachereducationinethiopia AT amanuelaydeergado educationaltechnologyintegrationstrategiesincollegesofteachereducationinethiopia AT workujimma educationaltechnologyintegrationstrategiesincollegesofteachereducationinethiopia |