A1 Journal article (refereed)
Factors affecting Nigerian teacher educators’ technology integration : Considering characteristics, knowledge constructs, ICT practices and beliefs (2020)


Ifinedo, Eloho; Rikala, Jenni; Hämäläinen, Timo (2020). Factors affecting Nigerian teacher educators’ technology integration : Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers and Education, 146, 103760. DOI: 10.1016/j.compedu.2019.103760


JYU authors or editors


Publication details

All authors or editors: Ifinedo, Eloho; Rikala, Jenni; Hämäläinen, Timo

Journal or series: Computers and Education

ISSN: 0360-1315

eISSN: 1873-782X

Publication year: 2020

Volume: 146

Article number: 103760

Publisher: Elsevier Ltd

Publication country: United Kingdom

Publication language: English

DOI: http://doi.org/10.1016/j.compedu.2019.103760

Open Access: Publication channel is not openly available

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/66728


Abstract

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.


Keywords: educational technology; information and communications technology; introduction (deployment); teachers; teacher training

Free keywords: ICT in education; technology integration; teacher educators; partial least square – sequential equation modeling (PLS-SEM)


Contributing organizations


Ministry reporting: Yes

Reporting Year: 2020

Preliminary JUFO rating: 3


Last updated on 2020-09-07 at 23:12