Teacher Education, Information and Communication Technology: Prospects and Challenges of E-Teaching Profession in Nigeria

Abstract

Teachers are indispensable within the teaching -learning process. Hence, they constitute a major input in the accomplishment of educational goals and objectives in all nations. In Nigeria, teacher education has been bedeviled with a lot of challenges in the modern day technology of imparting knowledge in the teaching and learning process. Information and Communication Technology (ICT) is relatively a very new development in Nigerian educational system. ICT plays a significant role in teacher education. Hence, the objective of this paper is to discuss the prospects of ICT in teacher education as well as its challenges in E-teaching profession in Nigeria. The findings via descriptive research revealed that many teachers in Nigeria are not using ICT facilities in teaching learning process due to some challenges which include high exorbitant price of ICT facilities, lack of infrastructures in the areas of electricity supply, lack of adequate trained manpower for the development, maintenance and operation of ICT facilities, lack of commitment on the part of government towards the development of ICT, inadequate funding of internet connectivity and lukewarm attitude of many teachers to be computer literate among others. This paper proffers some probable ways of improving ICT in teacher education in Nigeria. It concludes that the importance of ICT in teacher education to improve the quality of teaching and learning process in schools cannot be over-emphasized.

Attitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology and Mathematics Teachers’ Computer Self-efficacy

“…In this information age, teacher education in Nigeria is bedeviled with a lot of challenges whereby using ICT facilities is a problem as many teachers are not ICT compliant and those under training in Colleges of Education, Institutes of Education, and Faculties of Education are not fully taught how to integrate ICT in the acquisition of skills and practical teaching in the classroom. It is shameful to observe that less than 10% of the teachers in Nigerian primary and secondary schools are computer literate (Owolabi, Oyewole & Oke, 2013) as many teachers in Nigeria are not using ICT facilities in teaching and learning due to high cost of ICT facilities, lack of infrastructures in the areas of electricity supply, and lack of adequate trained manpower for the development, maintenance and operation of ICT facilities (Haruna, 2005;Owolabi et al, 2013). Other challenges as noted by Haruna (2005) include lack of commitment on the part of government towards the development of ICT, inadequate funding of internet connectivity and lukewarm attitude of many teachers to be computer literate.…”

Accessing the Availabilities, Utilization and Attitude of Teachers in E-learning Technologies for the Teaching and Learning of TVET Programmes in the North-west Nigeria

“…Ekesionye & Okolo, 2011) have proven that e-learning approach of curriculum delivery is superior to the traditional classroom method of teaching and learning. Other researchers (Onwuagboke et al, 2014;Yusuf, 2014;Ajayi and Lawal 2014;Owolabi et al, 2013;) affirm that though, e-learning approach is not a substitute but a supplement to the traditional classroom teaching and learning. They prove that the inclusion of e-learning technologies in education can very well improve student achievements.…”

REFOCUSING TEACHER EDUCATION IN NIGERIA FOR GLOBAL BEST PRACTICES: ISSUES, CHALLENGES & WAY FORWARD

“…Another issue confronting teacher education in Nigeria is a lack of understanding of how to use Information and Communication Technology (ICT) (Owolabi, Oyewole & Oke, 2013, Alasoluyi, 2021. All teachers must be familiar with and use computer technology as well as the internet in order for the system and its products to remain relevant in the twenty-first century.…”