Abstract:
Governments, Non-Government Organizations and Universities have heavily invested and advocated for use of Information and Communication Technologies (ICTs) in Higher Institutes of Learning (Universities). However, there is inadequate evidence that shows that ICTs have been integrated effectively in the teaching and learning process. This study (thesis) investigates the Knowledge attributes that a University Teacher need for effective use of ICTs in their Content and Pedagogy practice in Bangladesh Engineering Universities. The Technological Pedagogical and Content Knowledge (TPACK) framework has been frequently used for this purpose in lower levels of education (Primary and secondary) but it’s application in Engineering Education at tertiary education level has been limited. The objectives of the study are to confirm whether TPACK framework can be applied in engineering education at Universities, analyze the knowledge competencies needed by a university teacher in order to use ICTs in educational context and study key attributes of teachers for effective integration and use of ICTs in Engineering Education. A self-assessment tool was administered to 136 teachers in Engineering field teaching two Engineering Universities. The results of the study confirm the applicability of the framework and reveals significant differences in technology and conventional knowledge regarding academic discipline of the teacher and significant difference in technology enhanced teaching in regard to the age group to which the teacher belongs. The study thus contributes to the knowledge discipline regarding use of technology to enhance teaching and education.
