The Application of Information and Communication Technologies in Pre-service Teacher Education Programs

By Ebi Bio Awotua-Efebo, Clara N. Olele and Chineze Uche.

Published by The International Journal of Technologies in Learning

Format Price
Article: Print $US10.00
Published online: May 20, 2014 $US5.00

This study investigated how information and communication technologies (ICTs) are being applied in teacher education programs in Rivers State, Nigeria, in terms of inclusion and usage. Five research questions and two hypotheses guided the study. A questionnaire titled ‘Application of ICT in Teacher Education’ (AICTTE) and faculty brochures were used to collect data from final year pre-service teachers and educational technology teacher-educators in three of five higher education institutions, which were randomly selected. Frequencies, percentages, mean scores, and z-tests were used for data analysis. The findings revealed that the three higher education institutions are not exposing pre-service teachers to the culture of e-learning; pre-service teachers and educational technology teacher-educators do not engage in reciprocal intergenerational mentoring; document analysis revealed that educational technology courses does not contain adequate ICT-based contents and activities; and that education method courses do not involve the use of ICT-based tools for designing and creating ICT-based activities. Based on these findings, the following recommendations were made: higher education institutions should adopt UNESCO recommendations on how to integrate ICT into teacher education programmes by infusing ICT into all courses; situating ICT facilities and resources in all faculties of education; using ICT tools/activities for teaching/learning and assignments/examinations; and using social network technology platforms for dialogue and collaboration to build communities of practice.

Keywords: Application of ICT, Pre-Service Teachers, Inter-generational Mentoring, On-site Learning/Development, e-Learning

International Journal of Technologies in Learning, Volume 20, Issue 3, May 2014, pp.27-41. Article: Print (Spiral Bound). Published online: May 20, 2014 (Article: Electronic (PDF File; 466.498KB)).

Prof. Ebi Bio Awotua-Efebo

Professor and Dean of Faculty, Department of Curriculum Studies & Educational Technology, Faculty of Education, University of Port Harcourt, Port Harcourt, Rivers, Nigeria

Prof. Ebi Awotua-Efebi is the Dean, Faculty of Education, University of Port Harcourt, with a Ph.D degree in instructional design from Wayne State University USA. He is also the initiator and Director of the Centre for Instructional Innovation Technology, Faculty of Education, University of Port Harcourt. His area of specialization is Instructional Design and e-learning.

Associate Professor Clara N. Olele

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

Clara Olele is a senior lecturer, with a PhD and Master’s degree in Educational Technology from University of Port Harcourt; a B.A Ed (Hons.) from the University of Nigeria Nsukka. Her area of specialization is Educational Technology.

Dr. Chineze Uche

Senior Lecturer, Department of Educational Management, Faculty of Education, University of Port Harcourt, Port Harcourt, Rivers, Nigeria

I have PhD and a Master’s degree in educational management from the University of Port Harcourt; a Master’s degree in library science and a B.Ed in special education from University of Ibadan, Nigeria. My area of specialization is educational management and library science.