The education sector is becoming more and more reliant on modern technology, which has led to constant communication with students and the availability of many forums for learning support. The study adopted a correlational survey research designed to examine the impact of modern technology on undergraduate students for teaching and learning in tertiary institutions. Three research objectives, three research questions and three hypotheses guided the study. The population of the study is 122 year two students from the department of library and information science, Faculty of Education, Rivers State University and 128 year two students from the department of curriculum studies/instructional technology, Faculty of Education, Ignatius Ajuru University of Education. A sample of 100 students was used for the study. A structured questionnaire was used for the study with a 32 item. Face validity and a reliability coefficient of 0.82 was obtained. Mean and Z test were the statistical tools used for the study. According to the report, modern technology gives teachers and students immediate feedback and enables students to pick up practical life skills. It was suggested that teachers give students a list of places in their school district that offer free internet access (cafés, libraries, restaurants, etc.).

The survey study examined postgraduate student-teachers' use of Interactive Whiteboard (IWB) in

This analytical survey focused on investigating the level of student-teachers' self-determination towards learning online during COVID-19 at the University of Port Harcourt and the hindrances they experienced. Two objectives and six hypotheses guided the study. The population was two thousand, seven hundred and sixty-seven (2,767) student-teachers in the Faculty of Education with a sample size of six hundred and twelve (612) drawn randomly from the population. The study gathered data using the researchers' developed questionnaire with a 0.76 alpha reliability coefficient. Data analyses were through mean, standard deviation, t-test, and Welch test. The results disclosed that the University of Port Harcourt student-teachers' self-determination level to learning online during COVID-19 was high; this varies significantly based on study years, departments and gender. Lecturers' inability to develop online courses and distractions during learning online, among others, were the hindrances that affected the student-teachers' self-determination towards online learning during the COVID-19 pandemic. These hindrances vary significantly based on the student-teachers' study years and departments but were insignificant on a gender basis. Among the recommendations were that the University of Port Harcourt should train its lecturers to develop online courses and deliver them through Learning Management Systems dedicated solely for online learning purposes.

This descriptive survey ascertained the engagement level and the challenges undergraduate students in the Faculty of Education, University of Port Harcourt, experienced when learning Computer in Education course via Google classroom. The sample size was 45 students purposively selected from the Department of Educational Management (Political Science group) with a population of 134 students. Two research questions guided the study. Google classroom records on students’ posts and comments, and a questionnaire titled questionnaire on online learning challenges (QOLC) served as the instruments for data collection. Collected data were analyzed with a simple percentage and mean. The results indicated that the undergraduate students had a low engagement level during the online instruction and experienced challenges that included insufficient data subscription to access the online class regularly, poor electric power supply, network failure, inadequate instructional resources, among others. Some recommendations made were that instructors should constantly encourage and motivate students to attach value to their educational pursuits. Also, the university management should make adequate provisions for computer laboratory, free and stable internet access in and around the school environment.

This study established students' communication skills level in Google classroom in the Faculty of Education, University of Port Harcourt. The study used one group pretest-post-test pre-experimental research design and a sample size of 70 students from the Department of Educational Management, selected via purposive sampling technique. Two (2) research hypotheses guided the study. Google Classroom Communication Skills Test (GCCST), with a reliability coefficient of 0.87, was the instrument for data collection. Sign test and Quade's Analysis of Covariance were for analyzing data. The results showed that the students' communication skill level in Google classroom increased and significantly higher due to the tutorial on Google classroom utilization. However, the students' communication skills level in Google classroom did not significantly differ based on gender. The results led to the recommendation that instructors expose students to the basic skills required to use and communicate effectively in every online learning platform before adopting such for instructional purposes.