The Integration of ICT-Education in Teacher-Trainee Programmes in Tertiary Institutions in Nigeria
AbstractThe study sought to determine the relationship between teacher-trainee’s
rating of perceived challenges from ICT teacher educators, governments’
policy makers and their preparedness towards integration of ICT in teacher
trainee programmes. The study was carried out in six tertiary institutions in
the south-south geo-political zone of Nigeria offering teacher education
programmes at the first degree, post graduate Diploma in education and
National certificate in education levels. The sample comprised 430 traineeteachers selected through stratified sampling-technique from the different institutions involved in the study. The instrument used for data collection was the researcher-made questionnaire. The data collected was analysed using chi-square at 0.05 alpha level of significance. Reliability of the instrument was determined using the Cronbach Alpha and the reliability coefficient was 0.86. The results among others, indicated that there is a significant relationship between the teacher trainees’ perceived challenges from the government, teacher-trainee educators and individuals’ ability and their preparedness for integration of ICT in teacher-trainee programmes. The implication is that the policy and decision makers in government must review and implement curriculum guidelines and policies to harness teachertrainees preparedness for effective integration of ICTs in teacher-trainee progammes.
Copyright is owners of the journal.
African Research Review by International Association of African Researchers and Reviewers is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.