Has Covid-19 Provided a Rare Opportunity to Integrate Knowledge Delivery with Technology at University Level? Role of Teacher's Technological Knowledge, E-Autonomy and ICT Practices In the context of Pakistan

Abstract

The Corona Virus outbreak has impacted various sectors of various countries all over the globe and the education sector is one of those sectors that are impacted by COVID-19 even worse as compared to the other sectors. To ensure the continuity of learning and education, various educational institutes used the concept of online learning using information and communication technology. The effectiveness of education through online learning has been a great challenge for the students as well as for the teachers. In this regard, the current study has been designed with the motive to find out the impact of teacher’s perceived technological knowledge, teachers e-autonomy and ICT pedagogical practices on the technology integration in knowledge delivery along with the mediating role of perceived effect of teaching with technology on students in the educational institutions of Pakistan. The data was collected from 447 teachers teaching online through ICT and the results were obtained through the analysis of the collected data. The results have suggested that all the independent variables i.e. teacher’s perceived technological knowledge, teachers' e-autonomy, and ICT pedagogical practices are having a significant impact on the technology integration in knowledge delivery. On the other hand, in case of mediating role of perceived effect of teaching with technology is considered, it is found significant in case of only teacher’s perceived technological knowledge and teacher’s e-autonomy but in case of the relation between ICT pedagogical practices, the mediating role of PETT is not significant.