AVAILABILITY, ADEQUACY AND ACCESSIBILITY AS FACTORS INFLUENCING STUDENT-TEACHERS USE OF INSTRUCTIONAL TECHNOLOGIES

AVAILABILITY, ADEQUACY AND ACCESSIBILITY AS FACTORS INFLUENCING STUDENT-TEACHERS USE OF INSTRUCTIONAL TECHNOLOGIES

Project Details

AVAILABILITY, ADEQUACY AND ACCESSIBILITY AS FACTORS INFLUENCING STUDENT-TEACHERS USE OF INSTRUCTIONAL TECHNOLOGIES


65 Pages, Chapter 1-5
MS Word

08062235854

Contact Chris Research

Description

This study investigated availability, adequacy and accessibility as factors influencing student-teachers use of instructional technologies. These three factors have been identified has the problems of integrating instructional technologies in the classroom. The study adopted a survey research. 300 student-teachers in teaching practice exercise were drawn from two local government in Ogun state Nigeria to participate in the study. The data collected were subjected to appropriate statistical analysis using simple percentage, mean and standard deviation. The result obtained from the analysis revealed that Availability of Instructional Technology is significantly related to its use by teachers in classroom. The findings showed that Adequacy of Instructional Technology is significantly related to its use by teachers in classroom. The result also revealed that Accessibility of Instructional Technology is significantly related to its use by teachers in classroom while it also showed that accessibility, availability and adequacy of instructional material have composite contribution to teachers use in the classroom. The study therefore recommends that government and private agencies should help in the distribution of instructional technologies to colleges and university of education in order for student-teachers to have had knowledge on the use of instructional materials before going for their teaching practice exercise.

TABLE OF CONTENTS

CHAPTER ONE: Introduction

  • Background to the Study

1.2       Statement of Problem

1.3       Aim and Objective of the Study

1.4       Research Hypotheses

1.5       Significance of the Study

1.6       Definition of Terms

CHAPTER TWO: Literature Review

2.1       Conceptual review

2.1.1`   Student Teachers and the Use of Instructional Technology

2.1.2    Factors Influencing Student-Teachers’ Adoption and Integration of Instructional Technology in Teaching                                                            16

2.1.3    Student-Teacher Attitudes, Perceptions, and Confidence of InstructionalTechnology Use in Classroom

2.1.4    Availability of Instruction Technology and Student-Teacher Utilisation

2.1.5    Adequacy of Instruction Technology and Student-Teacher Utilisation

2.1.6    Accessibility of Instructional Technologies and Student-TeacherUtilisation

2.1.7    The Importance of School Culture on Instructional Technology Use

2.1.8    Increasing Preparedness of Student-Teachers to use InstructionalTechnology in Classrooms

2.2       Theoretical Review

2.2.1.   Cultural Issues of Research on Teacher Thinking and ICT Use

2.2.2.   Teacher Constructivist Beliefs

2.2.3    Teacher Self-Efficacy

2.2.4    Student-Centred Learning

2.3       Appraisal of Literature

CHAPTER THREE: Research Methodology

3.1       Research Design

3.2       Population

3.3       Sample and Sampling Techniques

3.4       Research Instrument

3.5       Validity and Reliability of Research Instrument

3.6       Administration of Questionnaire

3.7       Method of Data Analysis

CHAPTER FOUR: Results

4.1       Analysis of Demographic Information

4.2       Testing of Research Hypotheses

  • Summary of Findings

CHAPTER FIVE: Discussion, Conclusion and Recommendation

5.1       Discussion of Findings

5.2       Conclusion

5.3       Recommendations

References

Appendix: Questionnaire

Amenities

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