Afam Uzorka

2 Publications in AERD

Author Publications

The transformative impact of technological advancements in educational leadership on student experiences and outcomes

By Afam Uzorka

In the context of Ugandan higher education, this study investigates the revolutionary effects of technology developments in educational leadership on student experiences and outcomes. A purposive sampling strategy was used to select 161 participants from 12 universities in Uganda, focusing on those with significant influence and expertise in educational leadership. Email invitations were sent out explaining the goal and parameters of the research. Four major themes emerged from the qualitative interviews: digital learning environments, data-driven decision-making, remote and blended learning models, and collaboration and communication. The results indicate a paradigm shift toward digital platforms, more dynamic, and individualized learning experiences. Strategic use of data analytics by educational leaders informs decision-making processes, resulting in better academic outcomes and customized interventions. The adoption of flexible learning models, such as blended and remote learning, is a response to changing dynamics in education that is adaptive. A more integrated educational ecosystem is also supported by technology, which improves collaboration and communication. This study shed light on how technological innovations in educational leadership might have a revolutionary effect on students. It is clear that changes in learning environments, decision-making procedures, learning models, and communication techniques from leaders continuing to leverage technology’s potential result in a more engaging, inclusive, and productive learning environment for students. In light of the study’s findings, we recommend educational authorities keep embracing and advancing technology integration in higher education. To guarantee that educators can effectively use technology to benefit students, this entails providing them with continual professional development to improve their digital literacy. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

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Modern technology adoption and professional development of lecturers

By Afam Uzorka

This qualitative study investigated the professional development needs of lecturers who are transiting to a technology-mediated environment following advancements in technology. This research work was conducted to address the increasing use of digital tools and platforms in education, shed light on the challenges that lecturers face when adopting modern technology in their teaching, and provide insights on how to design compelling professional development opportunities that address their needs. A convenience sample of faculty and administrators in the faculty of education at a university in Uganda was selected, and 89 participants were interviewed using an interview guide. The study found that most lecturers view time as a significant barrier to their professional development, and therefore, they require professional development opportunities that are tailored to their needs, relevant to their application of technology, and delivered by trainers who use principles of adult education and constructivism. The study shows a need for those involved in planning and implementing professional development opportunities to consider the needs of administrators and lecturers, and the principles of adult education and constructivism when designing and implementing professional development opportunities. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

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