Date of Award

Summer 8-2019

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Crystal Machado

Second Advisor

Susan Sibert

Third Advisor

Daniel Wissinger

Abstract

Faculty in many developing countries are in the early stages of utilizing technology for teaching. This study seeks to describe faculty access, attitudes, and use of instructional and web-based technologies at five Federal Teacher Preparation Colleges (Federal Colleges of Education) in the north-west zone of Nigeria. Using an explanatory sequential design, quantitative data were gathered from 190 randomly selected faculty members; following which qualitative data were collected from ten volunteers.

Data were analyzed in two phases. In phase one, quantitative data were analyzed using the Statistical Program for the Social Sciences (SPSS, v.25), and in phase two, qualitative data were analyzed using Nvivo (v.12). Descriptive statistics show that respondents have access to some instructional and web-based technologies. Despite this, technology continues to be underutilized across the different colleges. Respondents indicated that they had not used several technologies for teaching, even though, they have access to these technologies and had favorable attitudes towards technology integration for teaching.

Inferential statistics reveal that access to instructional and web-based technologies significantly influenced respondents’ attitudes and utilization. Similarly, faculty teaching experience, years of teaching with technology, and level of education significantly influenced respondents’ technology utilization. Respondents’ gender and age have no impact on their technology utilization. Qualitative findings corroborate the quantitative findings in many ways.

Interviewees revealed that access to technology professional development was varied and limited. Recommendations for practitioners include attending technology conferences, reading books written by experts, especially in best practices of teaching with technology, conducting mini-departmental PD, and utilizing Open Educational Resources (OER) and free Learning Management Systems (LMS) like Moodle, Dot Learn, Schoology, Canvas, and Edmodo, to the maximum. It is also recommended that administrators and policymakers should increase their efforts to provide sufficient access to relevant technologies and service centers across all teacher preparation colleges in Nigeria.

Available for download on Thursday, July 22, 2021

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