Factors affecting Nigerian teacher educators’ technology integration : Considering characteristics, knowledge constructs, ICT practices and beliefs
Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration : Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers and Education, 146, Article 103760. https://doi.org/10.1016/j.compedu.2019.103760
Published inComputers and Education
Embargoed until: 2023-03-01Request copy from author
© 2019 Elsevier Ltd.
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 the scale development. The results indicated that three constructs (perceived technological knowledge, teachers' knowledge [excluding technology] and perceived knowledge for integrating technology) directly influenced the TEs' technology integration, while two others (information and communication technology [ICT] pedagogical practices and perceived effect on students) did not. Among the teachers' characteristics, teaching experience, and class size were found statistically associated with their technology integration. The results of this study are beneficial for developing professional training to help teachers integrate technology specifically by developing their ICT pedagogical practices. Through such training, teachers could be enlightened on how to align their perceived effect of teaching with technology. ...
Publication in research information system
MetadataShow full item record
Additional information about fundingProfessor Princely Ifinedo is appreciated for his kind advice. We acknowledge the teachers who participated in the study. Finally, we thank the Faculty of Information Technology, Jyvaskyla for the travel grant that enabled the data collection.
Showing items with similar title or keywords.
Ifinedo, Eloho; Saarela, Mirka; Hämäläinen, Timo (University of the West Indies, 2019)
Ifinedo, Eloho (Springer, 2020)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 ...
Understanding the influence of context in technology integration from teacher educators’ perspective Ifinedo, Eloho; Kankaanranta, Marja (Routledge, 2021)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 ...
Dong, Chuanmei; Mertala, Pekka (Elsevier, 2021)Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and their parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese ...
Barcelos, Ana Maria F.; Ruohotie-Lyhty, Maria (Springer International Publishing, 2018)Studies on language teacher beliefs have long indicated that in order to better understand teacher beliefs, we need to look at their connections with emotions (Borg 2006). Researchers in fields such as social psychology ...