The outbreak of COVID-19 pandemic has required schools in Nigeria to embrace remote learning using technology solutions, in this case, Microsoft Teams, to effectively engage students. This study, therefore, aimed to reveal teachers’ perception of the use of Microsoft Teams for remote learning. The descriptive survey research design was adopted. The participants in the study were 51 teachers who were randomly selected using convenient sampling technique. E-questionnaire was used in the collection of data. Descriptive statistics of frequency counts, simple percentages, mean and standard deviations were used to analyze the data. Results revealed that teachers’ perception of effectiveness of Microsoft Teams for assignment and grading, for teacher and student interaction, and for classroom organisation was very good. The result obtained revealed that Microsoft Teams was effective in addressing some of the major challenges encountered by teachers during remote learning which includes students being often on other websites and poor student engagement. It was concluded that Microsoft Teams was effective for smooth interaction between teacher and students. Its use enhanced classroom organization and consequently facilitated teaching and learning process. The study encourages wider adoption of the application by schools.
The present study examined how preservice teachers' perceived value of teaching practice is influenced by their feeling of preparedness, perception of student growth mindset, growth mindset about teaching ability, and the support they receive from mentor teachers. We analyzed data from 227 preservice teachers from three universities in Southwest Nigeria for this study. In line with extant literature, perception of mentoring positively mediates the relationship between the feeling of preparedness and value of teaching practice experience. In essence, the more PTs feel prepared, the more they are likely to positively perceive and benefit from mentoring and, consequently, value their teaching practice experience. Additionally, we found that the more PTs feel prepared, the higher they believe they could positively change their teaching to influence student success. Consequently, the more they value their teaching practice experience. We also observed that the relationship between PT's perception of students' growth mindset and value of teaching practice is positively mediated by growth teaching mindset, however when holding feeling of preparedness constant, the two variables were not significantly related, except through the influence of the mediator. We concluded with implications of findings, recommendations, and direction for future research.
The world is changing and so is the educational sector. The major driver of this change is technological advancements, so it is imperative that educators investigate ways to prepare students to fit into the 21st century technology-driven workforce by adopting digital alternatives to the pens and books that still dominate present-day classroom resources, especially in developing countries. This chapter discusses the importance of computer-driven technologies in teaching. In doing so, this chapter highlights the present situation of technology integration in schools in Nigeria and the challenges teachers face in their use of classroom technologies. It is the author's opinion that teachers have a responsibility to pursue personal professional development in addition to whatever kind of training provided on the job. This chapter intends to help educators learn how to leverage free digital tools to support and meet the needs of diverse learners in the classroom.
With the quest for technology integration in the classroom, it becomes imperative for low resource schools to look to developing innovative ways of designing and delivering instruction using low-cost technology. This study examined whether the use of the interactive Multiple Mouse presentation had more effect on students learning outcomes than the conventional method of teaching, using visual art as a subject of choice. This study was undertaken with the goal of strengthening the integration of technology in the classroom, especially for developing countries like Nigeria. The research design was a pre-test, post-test, control group quasi-experiment; the population consisted of Junior Secondary School three visual art students (JSS3) in Ogun state. Purposive sampling technique was used in selection of the schools and intact classes of students were used in each of the selected schools. The postulated hypotheses were tested using the Analysis of Covariance. The results revealed mean gains across the treatment groups. The Multiple Mouse group recorded the higher post-test mean achievement score of 17.67, while the Conventional Method group recorded a post-test mean achievement score of 15.16. The findings revealed a significant main effect of treatment on students’ achievement (F (2, 91) = 3.758, P < 0.05). The study, therefore, concluded that Multiple Mouse Presentations could be an effective strategy in presenting instructions. It is recommended that schools which lack sufficient resources can take advantage of this type of presentation to increase more students’ access to technology- enhanced learning.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.