Teacher Readiness to Integrate Information Technology into Teaching and Learning Processes in Nigerian Secondary Schools: A Case Study

Aremu, Ayotola; Adediran, EM

doi:10.4314/afrrev.v5i4.69275

Cited by 4 publications

(2 citation statements)

References 4 publications

(2 reference statements)

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“…Buabben-Andoh (2012) reports that "attitudes of teachers towards technology greatly influence their adoption and integration of computers into teacher" (p. 138). Research has shown that Nigerian educators who exhibit positive attitudes towards technology tend to use it for teaching (Aremu & Adediran, 2011;Kenechukwu & Oboko, 2013;Onwuagboke & Singh, 2016). Specifically, Onwuagboke and Singh (2016) studied educators' attitudes toward the use of Information and Communication Technology (ICT) in southwestern Nigeria.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

The Relationship between Educators’ Attitudes, Perceived Usefulness, and Perceived Ease of Use of Instructional and Web-Based Technologies: Implications from Technology Acceptance Model (TAM)

Ibrahim

Shiring²

2022

IJTE

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Over the years, developing countries have experienced tremendous growth in access to information and communication technology (ICT). This growth in access to ICT has brought about massive changes in many sectors within the society, including education. Researchers explored teacher educators' attitudes and use of instructional and web-based technologies in teacher preparation programs. Researchers used Technology Acceptance Model (TAM) in this study. Using a mixed-method design, researchers examined the relationships between educators' attitudes and the use of technology. Findings from descriptive statistics have shown that educators exhibited overall positive attitudes toward technology. Pearson's product-moment correlation coefficient revealed relationship exists between perceived ease of use and perceived usefulness. Both quantitative and qualitative findings in this study have implications for educators and administrators in Nigerian education, especially, teacher preparation programs.

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Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

The Relationship between Educators’ Attitudes, Perceived Usefulness, and Perceived Ease of Use of Instructional and Web-Based Technologies: Implications from Technology Acceptance Model (TAM)

Ibrahim

Shiring²

2022

IJTE

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“…On the Nigerian scene, Aremu and Adediran (2011) and Adedoja and Abimbade (2013) opined that Nigerian teachers’ readiness to use and the actual use of instructional technology would increase with strong support from their school administrators and communities. On the challenges faced by the LIS schools in Nigeria in their bid to integrate technology into teaching, Abubakar (2014) found lack of: computer laboratories, expertise and managerial support, among others.…”

Section: Background To the Studymentioning

confidence: 99%

Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities

Akinde

Adetimirin

2018

Journal of Librarianship and Information Science

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This research assumes that administrative and infrastructural factors may explain the low use of educational support systems (ESS) for teaching by library and information science (LIS) educators in Nigerian universities. The literature has focused on the adoption of different types of educational technologies and their use by teachers and students with little consideration for the LIS educators’ actual use of ESS for teaching and the effect of institutional support on the use of these systems. Thus, the study seeks to determine the user percentage of ESS for teaching, how the educators actually use ESS for teaching, the nature of administrative and infrastructural support they receive while teaching with ESS and whether the two factors correlate with and predict the actual use of ESS for teaching. A descriptive survey design was adopted and data were collected through a questionnaire. The results indicate that many of the LIS educators did not use ESS for teaching and that their actual use of ESS for the instructional activities highlighted in the study was low and below average. Moreover, the educators were found to have received minimal administrative and infrastructural support. The two factors were also found to have significant positive correlations and a significant and positive joint influence on the actual use of ESS for teaching with a joint contribution of 14.7%. Analysis of their relative contributions to the prediction of actual use revealed that, although the two support factors contributed positively, only infrastructural support contributed significantly at 0.05 level of significance. It was therefore recommended that for administrative support to be meaningful, adequate infrastructural facilities should be provided for an appreciable and sustainable use of ESS for teaching.

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E-Learning Adoption among Selected Secondary Schools of Ogun State, Nigeria

Adewusi

2017

Advances in Electronic Government, Digital Divide, and Regional Development

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This chapter examines E-learning adoption in secondary schools of Ogun state. Constructivism Learning Theory was used to give theoretical explanation to issues of concern. Quantitative data was obtained from respondents who were purposively selected from 5 private and government owned secondary schools each. Results were analysed using both descriptive and inferential statistics. This chapter was revealing as it concluded that despite the roles ICT-driven instructional aids has been playing in education, schools in Ogun state, especially the government-owned ones, are yet to extensively avail and adopt them for teaching and learning processes as a result of certain challenges. Owing to this, E-learning facilities are to be made available and teachers should be exposed to the use of E-learning in teaching and learning through training and continuous training as to keep them abreast of the innovation in education which will also help boost the quality of students being produced.

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Teacher Readiness to Integrate Information Technology into Teaching and Learning Processes in Nigerian Secondary Schools: A Case Study

Cited by 4 publications

References 4 publications

The Relationship between Educators’ Attitudes, Perceived Usefulness, and Perceived Ease of Use of Instructional and Web-Based Technologies: Implications from Technology Acceptance Model (TAM)

The Relationship between Educators’ Attitudes, Perceived Usefulness, and Perceived Ease of Use of Instructional and Web-Based Technologies: Implications from Technology Acceptance Model (TAM)

Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities

E-Learning Adoption among Selected Secondary Schools of Ogun State, Nigeria

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