Search

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. peerReviewed

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 practices. Therefore, the present study investigates the influence of school level support on teacher educators’ technology integration. A mixed method is used to collect data through three focused interviews (N = 19) and self-completion survey (N = 136). The data collected is analysed both qualitatively and quantitatively. The result shows support for the model hypothesized and suggests that the ICT pedagogical practices of the teacher educators do not predict their technology integration. Also, there was evidence that the school level context influenced teachers’ ICT competence, which is necessary for successful technology integration. peerReviewed

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. peerReviewed