Integrating educational technology in teaching : current perceptions and practices in Sokoto State, Nigeri

Abstract EN

The use of technology in education has been found as an opportunity that fosters learners’ digital literacy.

However, recent production of technology illiterate graduates is on the increase that firms no longer rely on new graduates as the primary source of their workforce.

Many graduates of high institutions in Sokoto State lack technology skills to qualify them as labor market applicants and self-reliant citizens.

Yet high institutions in Sokoto State are rapidly adopting technology in teaching.

Earlier study revealed four perspectives of Educational Technology ; as media, as instructional systems, as vocational tool, as computer-based systems.

There is little academic concern on the influence of these perspectives on current instructional practices.

The purpose of this study was therefore to examine academic staff perceptions of Educational Technology and how these perceptions influence the use of technology in teaching in High institutions in Sokoto state.

The study employed cross-sectional survey research design, 272 senior academic staff were selected for the study using stratified random sampling.

Descriptive statistics, Pearson Product Moment Correlation and Multiple Regression Analysis were employed for the analysis of data.

Findings of the study revealed that majority of academic staff perceived Educational Technology as media and instructional systems.

The study also found a significant correlation between academic staff perceptions of Educational Technology and technology usage in teaching (r = .566 ; sig =.000 < .05).

Among the four perspectives, only Educational Technology as media and instructional systems made unique significant contribution in the prediction of technology usage in teaching.

The study therefore recommends that academic staff should view Educational Technology as something much more than media and instructional systems.

Educational Technology should equally be perceived as vocational tool.

Academic staff should use technology to relate schooling to work practices by exposing learners to technology skills that will prepare them for the world of work.