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Technology integration promises better quality in education. This integration is challenging to accomplish, especially for teachers in a developing country like Nigeria where the demand for education remains a struggle in the face of dwindling resources. The technological pedagogical content knowledge (TPACK) framework promotes designing strategies suitable for the teachers' needs. Therefore, in order to determine the readiness of the Nigerian teachers for technology integration, this study examines the Nigerian teacher educators' (N=136) TPACK and the relationship among the constructs using self-completion survey and partial least square techniques. The results reveal that among the seven knowledge constructs, the teachers' technological, pedagogical, and technological pedagogical knowledge are the most significant predictors of their TPACK. The theoretical and practical implications of the result are discussed thereafter.

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 successful technology integration. This study employs the Technological Pedagogical and Content Knowledge (TPACK) model as a lens in understanding factors influencing teachers' integration of technology in classrooms. Data were collected using focused interviews of 19 teacher educators of three colleges of education from the southern part of Nigeria. The results reveal that among the level contexts, the meso level presented the most challenges to teachers' efforts at integrating Information Communication Technology (ICT) in their classrooms. In addition, the benefits of technology integration were expressed more in terms of the significance, practical use and the opportunities that ICT offers.