Résumés
Abstract
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.
Keywords:
- Ethiopia,
- constructivist grounded theory,
- educational technology,
- teacher education,
- strategies
Résumé
La recherche sur l’intégration des technologies éducatives (EdTech) a largement exploré les déterminants, mais les stratégies restent sous-examinées. Les modèles existants se concentrent principalement sur l’identification des déterminants de l’adoption des technologies, mais ne parviennent pas à proposer des cadres de référence systémiques pour une intégration durable des EdTech. Cette étude comble cette lacune en examinant les stratégies proposées par les parties prenantes dans les établissements de formation des personnes enseignantes, pour aboutir à un cadre théorique. La recherche a été menée dans quatre établissements éthiopiens de formation des personnes enseignantes en utilisant une théorie constructiviste ancrée. Les données ont été collectées par le biais d’entretiens semi-structurés et d’une analyse de documents, impliquant 23 personnes participantes sélectionnées par le biais d’un échantillonnage raisonné et théorique. L’analyse des données a été réalisée à l’aide du logiciel MAXQDA (version 2020). Les résultats ont révélé six stratégies clés classées en trois catégories : liées à l’enseignant, liées à l’institution et liées à l’organisation. Un cadre théorique coconstruit illustre les rôles des différentes parties prenantes dans l’intégration des EdTech, étayé par la théorie des systèmes écologiques, la diffusion des innovations et la théorie unifiée de l’acceptation et de l’utilisation de la technologie. La crédibilité a été assurée par un sondage de vérification auprès des membres. L’étude préconise la poursuite des recherches quantitatives pour évaluer la corrélation entre les stratégies et les résultats de l’intégration des technologies éducatives, avec une reproduction dans divers contextes et auprès de diverses parties prenantes.
Mots-clés :
- Éthiopie,
- théorie constructiviste ancrée,
- technologie éducative,
- formation des personnes enseignantes,
- stratégies
Parties annexes
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