Integrating Information and Communication Technologies in Teacher Education: Implications for Higher Education Institutions

By Clara N. Olele, Chineze Uche and Lois Nkechi Abraham.

Published by The International Journal of Learning in Higher Education

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This study investigated the ways teacher educators and student-teachers in six education faculties in institutions of higher education integrate information and communication technologies (ICTs) into teaching and learning. The sample consisted of 227 randomly selected teacher educators, post-graduates, and undergraduates from six universities in three states in the south–south geo-political zone of Nigeria. Six research questions and one hypothesis guided the study. A structured questionnaire was used to collect the data. Frequencies, percentages, mean scores, and z-tests were the statistical tools used for data analysis. The findings revealed that there were few faculty-based ICT resources in the six faculties; there were no faculty-based ICT facilities in any of the faculties. Teacher educators’ and student-teachers’ engagement in the use of ICT-based pedagogical activities in education were very low. Rather, the use of ICTs for information gathering and entertainment were very high; both teacher educators and student-teachers were at the emerging level of the ICT development continuum, and student-teachers’ competence level was higher than that of their teachers. Three recommendations were made: ICT facilities/resources should be accessible to teacher educators and student-teachers in faculties of education; institutional/faculty framework for ICT should form the bases for ICT integration into subject curricular and classroom teaching and management; and teacher educators should be encouraged to combine traditional modes of teaching with ICT-based strategies at the beginning stage.

Keywords: Teacher Educators, Student-teachers, Constructivist Teaching and Learning, Faculty-based ICT Facilities and Resources

The International Journal of Learning in Higher Education, Volume 19, Issue 2, pp.95-110. Article: Print (Spiral Bound). Article: Electronic (PDF File; 421.173KB).

Associate Professor Clara N. Olele

Senior Lecturer, Dept of Curriculum and Educational Technology, University of Port-Harcourt, Port-Harcourt, Rivers, Nigeria

Dr Clara Olele is a Senior Lecturer in the Department of Curriculum and Educational Technology, University of Port-Harcourt. Her area of specialization is Educational Technology

Dr. Chineze Uche

Senior Lecturer, Department of Educational Management, University of Port-Harcourt, Nigeria

I have Ph.D. and a Master's degree in Educational Management from the University of Port-Harcourt, a Master's degree in Library Studies (MLS), and a B.Ed. in Special Education from University of Ibadan. My area of specialization is Administration of Higher Education.

Dr. Lois Nkechi Abraham

Lecturer 1, Curriculum Studies & Educational Technology, University of Port-Harcourt, Nigeria

I have a Ph.D. and a Master's degree in Curriculum Studies and Educational Technology from the University of Port-Harcourt, and a B.Ed from the University of Lagos. My area of specialization is Educational Technology.