In Nigerian education, the use of technological aids in teaching and learning has progressively expanded, notably at the tertiary institution level. In the 1980s, only desktop PCs were used to improve test materials preparation and results processing; today, a wide range of technologies are used for instructional reasons. Some of the schools’ success has been attributed to technology specialists who provide ongoing professional development. This study used a questionnaire-based field survey to look into how technology education lecturers (as master trainers) are incorporating technology into their teaching and learning, taking into account a number of related variables such as Technology Adoption in Teaching and Learning, Challenges to Technology Adoption, Technology Anxiety among Lecturers, Available Technology Training Opportunities, and the Effects of Lecturers’ Age, Gender, and Teaching Experience on Tec Adoption. As perceived hurdles and technology anxiety increase, technology use in instruction by technology education lecturers decreases; yet, technology adoption increases as technology availability increases and technology lecturers use colleagues as training sources. The study also discovered that technology integration challenges, technology fear, and the use of colleagues as a source of training account for a significant portion of the diversity in technology use for instruction among technology education lecturers in Nigeria’s North-East.
Author (S) Details
Nwachukwu A. Nwankwor
Department of Technology Education, Modibbo Adama Federal University of Technology, Yola, Adamawa State, Nigeria.
View Book :- https://stm.bookpi.org/NVST-V6/article/view/4138