0000000000513208
AUTHOR
Eloho Ifinedo
Understanding the influence of context in technology integration from teacher educators’ perspective
The perspective of teachers is important for advancing the use of technology in classrooms. A considerable number of research studies have explained context in ways that have narrowed the understanding of its impact on successful technology integration. This study employs the Technological Pedagogical and Content Knowledge (TPACK) model as a lens in understanding factors influencing teachers’ integration of technology in classrooms. Data were collected using focused interviews of 19 teacher educators of three colleges of education from the southern part of Nigeria. The results reveal that among the level contexts, the meso level presented the most challenges to teachers’ efforts at integrat…
Mobile learning for instructional purpose in Nigeria : an exploratory analysis
The main purpose of this research is to explore the use of M - learning for instructional purpose in Nigeria with a view to uncovering the degree to which it is in use in the institutions of learning. The issue was addressed from the view point of students and also from the theoretical point drawn from relevant extant literatures of other students and some learning theories, frameworks as well as relevant literatures were examined. This research is empirical in nature and as such employs a cross sectional approach which involved the use of survey design in collecting data from students of different departments from two highly rated and recognized universities in Nigeria. Finally, the result…
Comparing the Effect Size of School Level Support on Teachers’ Technology Integration
Teachers are expected to lead the innovative use of Information Communication and Technology (ICT) at the classroom level of context. However, research literature shows that a number of factors influence their ICT pedagogical practices. Therefore, the present study investigates the influence of school level support on teacher educators’ technology integration. A mixed method is used to collect data through three focused interviews (N = 19) and self-completion survey (N = 136). The data collected is analysed both qualitatively and quantitatively. The result shows support for the model hypothesized and suggests that the ICT pedagogical practices of the teacher educators do not predict their t…
TPACK and Educational Interactions : Pillars of Successful Technology Integration
It is important to understand what drives the success of technology integration in educational settings, because learning in schools with technology develops the students' capacities to participate fully in the digital age. Educated students, in turn, can transform our societies through innovative scientific discoveries. Recently, the Technological Pedagogical Content Knowledge (TPACK) framework has emerged as a theoretical framework needed for understanding the teacher’s integration of digital technologies into teaching. Educational interactions, in turn, have been emphasized as a critical component of the educational practices, processes and contexts. However, these two concepts have been…
The Nigerian Education and the Opportunities ahead for Mobile Learning
: Information technology is providing opportunities to improve education and therefore, research is needed to identify what gaps exist and how these gaps can become opportunities for technology integration such as mobile learning. This paper suggests that successful integration of technology towards improving quality education should be driven by the existing challenges which are contextually peculiar for every country. The case of the Nigerian education was examined alongside practices and policies. The study used secondary data from Nigeria Education Data Survey (NEDS). This paper highlights three major problems that Nigeria faces in basic education, namely: large number of out of school …
Factors affecting Nigerian teacher educators’ technology integration : Considering characteristics, knowledge constructs, ICT practices and beliefs
To provide a diverse comprehension of teachers' TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected in practice, this study examined teacher educators' (TEs') conceptions of technology integration. Specifically, the main objective of the study was to investigate the factors influencing Nigerian teacher educators' technology integration using a self-completion survey administered to Nigerian teacher educators from three schools in the southern region of Nigeria. We utilized the partial least squares structural equation modeling (PLS-SEM) approach for the data analysis. Two frameworks—TPACK and Second Information Technology in Education Study (SITES)— guided t…