This study explored students’ opinion towards the opportunities and inhibitive factors for online formative assessment. A Google form survey questionnaire was administered to 124 students to generate the information regarding the opportunities of online assessment. Purposive sampling technique was employed on the basis that participants were students registered through Edmodo LMS studying multimedia courses. A system walk-through strategy was used to collect qualitative data from Edmodo platform. A descriptive analysis on the data generated from a survey monkey questionnaire was employed while content analysis was carried out for qualitative data. The findings are presented based on the research questions as follows: First, it was revealed that there were several opportunities from online assessment which included divergent thinking, self-reflection and immediate feedback among students. However, the study revealed several inhibitive factors towards online assessment such as unreliable internet accessibility, lack of technological devices and negative attitudes among students. The study established that in order to have effective online formative assessment, the capacity building to both instructors and students is inevitable. Furthermore, the study calls for the need to harmonize the curriculum by capitalizing on the integration of online formative assessment to support blended learning among digital native students at all levels of education.

This paper addresses the paradox of transition to online distance learning during COVID-19 pandemic in Higher Education Institutions (HEIs) in developing countries. The systematic review methodological procedures were employed to draw some limitations and possible opportunities that may inform future practices on online distance learning. The findings reveal several limitations such as digital inequalities, lack of reliable internet access, low readiness and technological competence among instructors and students, and limited availability of digital solutions. The findings also reveal that most students faced social emotional challenges due to rapid and blind transition to online distance learning. It was concluded that most limitations were due to lack of digital culture even before the outbreak of COVID-19 pandemic. It is recommended that deliberate investment should be made to promote digital culture and equity. Further possible areas for research recommended in this paper include exploration of digital inclusion among marginalized groups in developing countries.

This paper reports the potentials of ICT in enhancing the acquisition of the 21 st Century skills among youth in Higher Learning Institutions (HLIs). Within this broad aim, the paper highlights the possibilities of engaging youth in transformative learning tasks through technology as a necessary pedagogical tool for improving digital competence. The study employed quantitative and qualitative strategies in which both an online survey questionnaire and Focus Group Discussion were used for data collection. The link to the online questionnaire was distributed through Edmodo Learning Management System (LMS). A total of 133 respondents were purposively sampled. The SPSS version 21 was used to run the mean score and present findings in a tabular form. The qualitative data from the FGD were subjected to framework analysis. The findings included the prevalence of youth with moderate technological competence at the mean score of 2.83 while some lacked exposure to market-driven programmes and industrial attachment. Instructors integrate ICT in their teaching though they use very minimal tasks to promote youth entrepreneurship skills. Again, there are several stumbling blocks to the 21 st Century skills acquisition. These include low accessibility of online resources, learning management systems, and unreliable internet. The paper concludes that deliberate efforts are required for critical investment in ICT at all levels of education. It recommends a collaborative approach among stakeholders in HLIs towards the acquisition of 21 st Century skills among youth.

This paper addresses teachers' skills on ICT Integration in teaching and learning and constraints that hinder the adoption in Government owned secondary schools. The study employed a cross-section research design which guided the collection of both quantitative and qualitative data. Simple random sampling was employed in the selection of participants of which data were collected from 75 teachers in government secondary schools, 15 Heads of Schools, 1 DEO and 3 Quality Assurers. Questionnaires and interviews were used to obtain data. Qualitative data were analysed through content analysis while descriptive statistics was used to analyse quantitative data with the aid of SPSS version 21. The findings revealed that, most of the secondary school teachers had minimal skills of integrating ICT in teaching and learning due to different challenges such as lack of ICT facilities, inadequate computer labs in schools, and inadequate pre-service and in-service teachers training. Finally, the paper recommends a holistic approach in harmonising the curriculum requirements and the ICT policy strategies so as to create awareness among teachers, thus develop the required ICT pedagogical skills.

This study assessed tutors’ level of ICT competencies and factors that influenced application of ICT-pedagogical competencies in teaching in two Teachers’ Colleges. It adopted the level of ICT competencies from the UNESCO ICT-Competence Framework for Teachers. A self-rating questionnaire was used to collect numeric data involving 70 tutors. Two Focus group Interviews involving eight (8) participants in each college among the 70 respondents were used to collect qualitative data. Mean scores and independent sample t-test were used to compare respondents’ level of ICT competencies. Standard multiple regression was used to evaluate the contribution of factors in predicting ICT-pedagogical competencies. The findings revealed that knowledge acquisition was high, which signifies confidence in basic ICT skills. Knowledge deepening was low, which signifies low application of ICT-pedagogical competencies in teaching across subjects. Regression results revealed that practice had a positive unique influence in predicting tutors’ competencies in knowledge deepening. These findings suggest that tutors need more hands-on training in applying ICT-pedagogical competencies in their classroom practice.