An Overview of ICT Integration in Nigerian Colleges of Education and the Implications on Social Studies Pre-Service Teacher Training Programme: A Review of the Literature

Abstract

The influence of digital technology in society has made ICT literacy a basic requirement needed by all to survive the challenge of living in the 21 st. The education industry is now faced with the challenge of helping learners to acquire this literacy. Coping with this challenge requires breeding teachers' with high level of proficiency in ICT literacy and competence. This study investigates the readiness of Nigerian Colleges of Education toward breeding social studies teachers with ICT literacy and competence. It is an exploratory conceptual study that is literaturebased (document-based qualitative study approach). The study therefore explore literature to find out the benefit of ICT integration in social studies teacher education; the preparedness of Nigerian Colleges of Education for ICT integration; and the implications of the current state of technology integration on social studies objectives. Findings from this study indicated that, Colleges of education in Nigeria are not readily prepared for effective technology integration; much is still needed in terms of infrastructure and manpower development.

The Relationship between Educators’ Attitudes, Perceived Usefulness, and Perceived Ease of Use of Instructional and Web-Based Technologies: Implications from Technology Acceptance Model (TAM)

“…In several contexts, they report that educators' positive attitudes toward technology determine to a larger extent the degree of technology acceptance and use for teaching (Hassad, 2013;Loague et al, 2018;Marzilli et al, 2014). In Nigerian, literature has shown that technology utilization is in early stages across all levels of education (Garba et al, 2013;Owolabi et al, 2013). Findings in this study correspond with findings from various studies related to educator attitudes toward technology integration for teaching.…”

“…Technology integration in Nigerian teacher preparation programs is in its infancy (Garba et al, 2013). Ibrahim (2019) explains that Nigerian teacher educators are unaware of the various ways that technology can be utilized to enhance instruction.…”

“…Ibrahim (2019) explains that Nigerian teacher educators are unaware of the various ways that technology can be utilized to enhance instruction. This is partly because, many Nigerian teacher educators lack technology integration skills (Garba et al, 2013;Ibrahim, 2019), and or educators were trained in traditional didactic settings when technology integration was not in any way part of their training as a result of digital divide existing between developed and developing countries (Ibrahim, 2019). The purpose of this study is to use Davis et al (1989) Technology Acceptance Model (TAM) and examine Nigerian teacher educators' attitudes and use of instructional and webbased technologies in teacher preparation programs.…”

Students’ experiences and learning objectives: Implications for future online learning

“…It can be said that a proper learning management system has taken a significant place in online learning, along with other communication apps and media to support student learning. A similar concept has been documented in Nigeria since 2013 where the advancement of information and communication technology (ICT) should be integrated into current education [2].…”

“…Higher education institutions are not an exception as they must adapt to timely modifications in compliance with the policy of restricted social interaction [1]. This practice is evident in some higher education institutions in Africa [2], India [3], Indonesia [4], The Netherlands [5], and the United States [6]. A current study by [7] reveals that even a Tourism subject for university students could be carried out virtually and improve students' speaking ability.…”