The use of hearing assistive technology has been widely accepted in education and its penetration has transformed teaching and learning across the curriculum. This study examined students' self-efficacy on the utilization of hearing assistive technology for learning in Federal College of Education (Special) Oyo. Specifically, the study (i) assessed the hearing assistive technology that are functioning for hearing impaired students, (ii) ascertained the self-efficacy of hearing impaired students towards the utilization of hearing assistive technology, and (iii) determined the influence of gender on self-efficacy of hearing impaired students towards the utilization of hearing assistive technology. This study adopted descriptive research design of quantitative survey type; 250 hearing impaired students were sampled. The findings established that Telephone adaptations, TV decoder, Computer, Personal amplification, Telecommunication Device for the Deaf (TDD), Hearing Aid and Audiometer are more functional to the respondents and There was no significant difference between male and female hearing impaired students' attitude towards the utilization of hearing assistive technology for learning. The study concluded that assistive technology enhances students' self-efficacy. This implies that motivating students with disabilities learnings, give them sense of belonging so that they could also partake in things around their vicinity effectively. It was therefore recommended that schools should employ Educational Technologists that can facilitate effective use of assistive technology tools to supplement classroom teaching.
This study examined attitude of hearing-impaired students towards assistive technology utilization for learning and its gender’ influence. The study adopted the descriptive research type. mean and t-test were used for the research. The findings established that Students with hearing impairments were enthusiastic about using hearing assistive equipment in the classroom. This implies that positive attitude of students towards the use of the assistive technologies will influence their utilization of such technologies for learning. As a result, it was however recommended that schools hire Educational Technologists who can help with the appropriate use of assistive technology tools to enhance classroom instruction.
This study examined university lecturers’ readiness and motivation towards utilising online technologies for instructional delivery in Kwara State, Nigeria. The study adopted a survey research design. A total of 254 lecturers from three universities within Kwara State, Nigeria represent the sample for the study. Four research questions were raised to guide the study. The results reveal that lecturers do access to online technologies; however, at a relatively low extent. There is no difference between male and female lecturers’ readiness to use online technologies for instructional delivery. Based on the findings, it was concluded that university lecturers in Kwara State were relatively ready and highly motivated to utilise online technologies for instructional delivery. The implication of the study is that online technologies could be easily integrated into education with ease. It was recommended that lecturers should develop more interest in online technologies and find more ways to incorporate online technologies into teaching and learning.
This study examined university lecturers’ readiness and motivation towards nutilizing online technologies for instructional delivery in Kwara State, Nigeria. The study adopted a survey research design. A total of 254 lecturers drawn from three universities within Kwara State, Nigeria represent the sample for the study. Four research questions were raised to guide the study. The results reveal that lecturers do access online technologies, however at a relatively low extent. Respondents are relatively ready to utilize online technologies in teaching and learning situations and they are also motivated to utilize online technologies in instruction. There is no difference between male and female lecturers readiness to use online technologies for instructional delivery. Both the male and the female lecturers were quite motivated in using online technologies to pass instruction. Based on the findings, it was concluded that university lecturers in Kwara State were relatively ready and highly motivated to utilize online technologies for instructional delivery. The implication of the study is that online technologies could be easily integrated into education with ease. It was recommended that lecturers should develop more interest in online technologies and find more ways they can be incorporated into teaching and learning. Keywords: Online technologies, Utilization, Readiness, Motivation, Instructional delivery, Lecturers, Nigeria.
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