Comparative Analysis of Teacher Trainee Students' eLearning Technology (ELT) Readiness towards Promoting Global Curriculum Best Practice

Autor/in	Ogwu, Edna N.
Titel	Comparative Analysis of Teacher Trainee Students' eLearning Technology (ELT) Readiness towards Promoting Global Curriculum Best Practice
Quelle	In: Educational Research and Reviews, 11 (2016) 17, S.1679-1688 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Comparative Analysis; Electronic Learning; Trainees; Foreign Countries; Correlation; Teacher Education; Statistical Inference; Statistics; Information Technology; Technology Uses in Education; Technology Integration; Hypothesis Testing; Educational Technology; Learning Readiness; Distance Education; Internet; Undergraduate Students; Constructivism (Learning); Questionnaires; Botswana; Nigeria + Suchen Sie Ihr Suchwort? Auszubildender; Weibliche Auszubildende; Ausland; Korrelation; Lehrerausbildung; Lehrerbildung; Inferential statistics; Schließende Statistik; Statistik; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hypothesenprüfung; Hypothesentest; Unterrichtsmedien; Lernbereitschaft; Distance study; Distance learning; Fernunterricht; Fragebogen
Abstract	This study compares teacher trainee students (TTSs), electronic learning technology (ELT) readiness, competence as well as their constraints to ELT readiness using 373 University education students' from Botswana and Nigeria that are randomly selected. Data was descriptively analysed based on the research objectives and hypotheses using mean analysis, frequency counts, independent t-test and Pearson correlation analysis. Results indicate a significant difference between Botswana and Nigerian TTSs' in ELT preparation t (371) = -6.26, p<0.05 and competency t (371) = -1.96, p<0.05. However, Nigeria seems better prepared and more competent than their counterpart. Results further indicate a significant relationship r (371) = 0.274, p = 0.05 between TTSs ELT preparedness and their competence irrespective of their location. This indicates that TTSs mode of preparation influenced their competency in ELT. Students are faced with many challenges ranging from lack of ELT knowledge, technical staff, computers, internet connectivity, power outage, interest among others. This has implications for teacher preparation and global practices. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01