Dissertation
Attitudes of lecturers and technicians towards disruptive technology in student training
Download 2.1 Mb.
|
Attitudes of lecturers and technicians towards disruptive technology in student trainingThe findings show a general hesitation and a range of views among lecturers and technicians regarding embracing and employing disruptive technologies for student teaching. The main issues of concern encompass a dearth of knowledge and competencies, reluctance to embrace change, inadequate infrastructure, and insufficient backing from the academic institution. The challenges posed by complex technological systems, such as CAD/CAM and 3D printing, which require advanced technical skills, are exemplified by LCCTU1, LHTU1, and LTTU3. Some educators display a hesitancy to acquire new skills and prefer to stick to traditional teaching methods. The results of the study suggest that the attitudes of lecturers towards digital technology, as indicated by LCCTU2, LHTU2, and LTTU4, are suboptimal. The observation has been made that the focus of training is primarily on exam preparation as opposed to the cultivation of industry-relevant competencies. The participants assert that it is crucial for universities to provide effective training programmes and establish online learning environments to improve the readiness of educators. LCCTU3 and LHTU3 propose the existence of a dichotomy among lecturers in their approach towards acquiring knowledge about emerging technological advancements. While some demonstrate a strong inclination towards gaining such knowledge, others exhibit a reluctance to do so. The participants espouse the implementation of innovative technologies by educators to augment the quality of instruction imparted to learners. LCCTU4 and LHTU4 assert that supplementary instruction is imperative for educators in cutting-edge technologies, such as self-driving automobiles and robotics. The establishment of a collaborative relationship with the industry is suggested by the authors as a means to facilitate training opportunities. The research carried out on LHTU5 and LTTU5 underscores the importance of digital infrastructure, such as projectors, digital screens, and internet services, within educational settings. The lack of requisite infrastructure hinders the assimilation of technology and engenders unfavourable attitudes towards its application. LTTU1's claim suggests that the lack of industrial experience among educators is a factor that contributes to their reluctance to embrace disruptive technology. The participant's proposal advocates for institutions like CTEVT to offer assistance in improving the skills of educators, which would enable them to effectively integrate digital technology into their teaching methods for the benefit of students. The study titled "LTTU2" sheds light on the prevalence of a negative perspective among a subset of educators towards technology, leading to their hesitancy in integrating computer-mediated instruction in the pedagogy of engineering pupils. The study findings indicate that the participants of the focus group demonstrate mixed attitudes and reluctance towards adopting disruptive technology for the purpose of student instruction. The primary barriers to the adoption of a particular technology or practise are commonly ascribed to factors such as inadequate knowledge and skills, reluctance to alter established practises, deficient infrastructure, and inadequate support from academic institutions. To overcome these challenges, the participants suggest implementing effective educational programmes, creating online learning platforms, and collaborating with industry partners. The present study's results are consistent with prior research that has identified comparable obstacles and perspectives regarding the integration of digital technologies into engineering education (Hennessy & Davies, 2019; Hongxiong & Huiming, 2022; Miranda et al., 2021b). In order to effectively incorporate disruptive technologies into mechanical engineering education, it is imperative to confront the obstacles that arise, offer essential assistance, and cultivate cooperation between academic establishments and the business sector. Download 2.1 Mb. Share with your friends:
|