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It is important to understand what drives the success of technology integration in educational settings, because learning in schools with technology develops the students' capacities to participate fully in the digital age. Educated students, in turn, can transform our societies through innovative scientific discoveries. Recently, the Technological Pedagogical Content Knowledge (TPACK) framework has emerged as a theoretical framework needed for understanding the teacher’s integration of digital technologies into teaching. Educational interactions, in turn, have been emphasized as a critical component of the educational practices, processes and contexts. However, these two concepts have been studied and developed rather independently. This paper reviews both educational interactions and the TPACK framework. Against this background, we outline and propose an integrated framework that combines two approaches and allows providing a better understanding of technology-based education, especially at the micro level of the classroom. peerReviewed

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Information technology is providing opportunities to improve education and therefore, research is needed to identify what gaps exist and how these gaps can become opportunities for technology integration such as mobile learning. This paper suggests that successful integration of technology towards improving quality education should be driven by the existing challenges which are contextually peculiar for every country. The case of the Nigerian education was examined alongside practices and policies. The study used secondary data from Nigeria Education Data Survey (NEDS). This paper highlights three major problems that Nigeria faces in basic education, namely: large number of out of school children, high dropout rate, and low literacy rates. It also forms a basis for further research in advancing mobile learning. peerReviewed

The main purpose of this research is to explore the use of M - learning for instructional purpose in Nigeria with a view to uncovering the degree to which it is in use in the institutions of learning. The issue was addressed from the view point of students and also from the theoretical point drawn from relevant extant literatures of other students and some learning theories, frameworks as well as relevant literatures were examined. This research is empirical in nature and as such employs a cross sectional approach which involved the use of survey design in collecting data from students of different departments from two highly rated and recognized universities in Nigeria. Finally, the result of the study is presented and findings were discussed. The study offers findings to the research questions which comprised of the students commuting habits, ownership of the mobile device, skill, access to the internet as well as their disposition towards adopting mobile learning. This is because these factors among others, were identified as critical to the implementation of m – learning. Ultimately, the findings of this work should help and guide future research works and policy makers. It is also valuable for identifying ways to contribute to improving the learning experience in Nigeria and by extension Africa using the mobile technology.

The specific objective of this study was to better understand Nigerian university students’ perceptions and readiness towards mobile learning. Recently, the influence of mobile technology is seen to have infiltrated everyday life and the learning institutions. It is thus crucial for learning institutions to assess and understand the factors advancing the mobile learning adoption. This study offers some important insights into mobile learning adoption especially in developing countries like Nigeria. Data for this study were collected using a survey. Undergraduate students at two Nigerian universities (N = 135) were non-randomly allocated to respond to a survey. Overall, the results reveal the existence of the widespread use and ownership of a mobile phone by the Nigerian students. Also deduced, is that a good number of the courses require the use of internet for completion of course assignments. Therefore, we recommend that course resources should be designed for delivery through a mobile device. peerReviewed