Educational Technology Integration Strategies in Colleges of Teacher Education in Ethiopia

Authors

DOI:

https://doi.org/10.21432/cjlt28880

Keywords:

Ethiopia, constructivist grounded theory, educational technology, teacher education, strategies

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.

Author Biographies

Misganaw Tadesse Woldemariam, Jimma Institute of Technology

Misganaw Tadesse Woldemariam is a PhD candidate in Information Science at Jimma Institute of Technology, Jimma University, Ethiopia. He has 17 years’ experience in teaching, research, and community service at Bonga College of Education, Ethiopia. His research focuses on enhancing education through technology integration, educational data mining, and artificial intelligence applications. Emailmisganawt2012@gmail.com ORCID: https://orcid.org/0000-0001-9906-3009

Amanuel Ayde Ergado, Jimma Institute of Technology

Amanuel Ayde Ergado, PhD, is a distinguished scholar and educator in the field of Information Science, with a focus on the transformative impact of artificial intelligence. His research, featured in leading journals, examines AI's multidisciplinary perspectives, capabilities, applications, and challenges. Committed to advancing knowledge, Amanuel prepares the next generation of IT/IS professionals for the AI landscape. Email: amanuel.ayde2014@gmail.com ORCID: https://orcid.org/0000-0001-8095-0089

Worku Jimma, Jimma Institute of Technology

Worku Jimma, PhD, is an Associate Professor and Postgraduate Director at Jimma Institute of Technology, Jimma University, Ethiopia. With more than a decade of experience in teaching, research, and community service, his research interests include knowledge and information management, health informatics, indigenous knowledge, and information architecture. Email: worku.jimma@ju.edu.et ORCID: https://orcid.org/0000-0001-7330-4054

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Published

2025-07-02

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