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To integrate technology in teaching and learning, the need arises to investigate the teaching needs of educators making the transition from a traditional to technology mediated environment. This qualitative study selected a convenience sample of 120 faculty and administrators. Using an interview guide, interviewers met with 100 participants. Data was transcribed, and entered into a database for analysis. Findings reported were technology in teaching. Concluding statements report that participants use technology in their teaching. However, many faculty members are not integrating technology in their teaching or assessment strategies, or using technology in instructional management. Faculty members are interested in learning how to incorporate technology in their teaching and their comments suggest their need to combine technology with principles of pedagogy, andragogy, and constructivism.

In the development of most phenomenological models used to explain the infrared excited luminescence, a major assumption is usually made in the degree of freedom the excited charge has. One of the two extremes is normally assumed: charge is free to move anywhere over the whole crystal, or it is confined close to the trap and the centers immediately adjacent to it. Determining which of these extremes is more reasonable is difficult to do on the basis of the temporal behavior of the luminescence intensity alone. However, this assumption has important consequences for the understanding of the dynamics of the luminescence process because of the difference in the number of recombination and trapping centers available to the excited charge. Additional experimental evidence was thus sought on this aspect of charge movement. One such experiment is the detection of photoconductivity in which an electrical current is measured during optical excitation or shortly there-after. In this paper, the details of photoconductivity experiments on K crystal are presented. Photoconductivity measurements were inconclusive as to whether or not there was a current flowing during the 850 nm excitation of a feldspar sample. However, there was a clear current when exciting the same sample with 515 nm light, but there was a complex relationship between the magnitude of the current and the number of emission photons counted. A model was developed to explain the photoconductivity results where electrons migrate through the conduction band aided by thermal excitation and tunneling.

The Covid-19 pandemic has indeed driven educational technology to the next higher level, especially in faculty teaching and research. There is an increasing need for faculty to embrace new technology, especially with the emergence of new normal in both teaching, learning, and research. To become conversant with the technologies, educators need opportunities for professional development. And to continue to be involved with new and evolving technologies in education, faculty members seek leadership and support. This study was carried out to investigate the leadership role in the professional development of technology in the educational delivery system of Nigerian universities. The study adopted a qualitative approach. This qualitative study randomly selected a convenience sample of 100 faculty and administrators in the faculty of education of 12 universities in Nigeria. Using focus-group discussion sessions, interviews, the researchers met with 100 participants in groups of 3 to 15 each session. Data were transcribed and entered into a database for analysis. The leadership role of faculty members, technology specialists, policy, support, and infrastructure were discussed. The study shows that to help faculty members lead the way in investigating, integrating, and evaluating technologies, faculty members need policies and leadership support, equitable access to technology, support, professional development, and recognition.

This paper presents theoretical and experimental work on development of Tetrahertz (THz) generation and detection schemes. Here, the PC THz generation processes are applied to the formation of transmission line coupled THz electrical waveforms. After a brief explanation of the experimental setup employed, the concept of PC self-switching is introduced through theoretical and experimental work on coplanar gallium arsenide (GaAs) PC self-switching. Here, it is shown that ultrashort THz electrical pulses can be formed on transmission lines through a time delayed multi switching process. The coplanar PC switch was presented to explain the operation of the device. By employing sufficiently short electrode spacings, it was found that the operation of the device could be extended into the THz frequency domain.