Teaching Staff Awareness and Use of Infographic Technology in the School of Engineering, Computer and Mathematical Sciences
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Teachers are probably the most important factor in the educational process because of their role in organising students’ learning experiences. Future teachers require high levels of information, knowledge and skills to enable them to perform successfully in a teaching role. Further, they are expected to demonstrate an understanding of theory in addition to practical skills and attitudes to keep abreast of technological advances in this era of constant technological evolution. Infographic technology is an example of new technology in the education sector that has a significant role in the teaching process. The infographic technique uses graphic pictures to effectively display data, information and knowledge. This technology has proven to be effective in the teaching process because of its ability and reliability in helping learners in interpreting and explaining visual knowledge, also providing a broad body of learning and comprehension in education, as well as enhancing students’ learning process skills. The purpose of this research was to explore the existing infographic technology in education, as well as the awareness and skill levels of teaching staff who use infographic technology at the School of Engineering, Computer and Mathematical Sciences at the Auckland University of Technology. Additionally, the aim was to determine whether there are statistically significant differences in the awareness and skill levels of teachers concerning infographic technology using the variables of teachers’ academic qualification and years of experience. This research includes a literature review and data gathered from a questionnaire designed to evaluate the awareness and skill levels of teaching staff who use infographic technology. The main findings of the survey indicate that the teaching staff at the School of Engineering, Computer and Mathematical Sciences have a medium level of awareness of the concept of infographic technology, but their skills are quite weak. Further, there are statistically significant differences in the teachers’ awareness and skill levels regarding the concept of infographic technology using the variables of academic qualification and years of experience. This study concludes by making recommendations to help teachers in educational teaching and training purposes, to improve their ability to use infographic technology.