Interactive Digital Technologies' Use in Southwest Nigerian Universities

Autor/in	Agbatogun, Alaba Olaoluwakotansibe
Titel	Interactive Digital Technologies' Use in Southwest Nigerian Universities
Quelle	In: Educational Technology Research and Development, 61 (2013) 2, S.333-357 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-012-9282-1
Schlagwörter	Foreign Countries; Developing Nations; Technology Integration; Teacher Surveys; Teacher Attitudes; Educational Technology; Predictive Measurement; Interaction; Computer Uses in Education; College Instruction; College Faculty; Statistical Analysis; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Lehrerverhalten; Unterrichtsmedien; Interaktion; Computernutzung; Hochschullehre; Fakultät; Statistische Analyse
Abstract	The interactive digital technologies in education is an effective means used to widen educational opportunities. However, many faculty members do not use or adopt digital technologies as instructional tools. The purpose of this study was to predict faculty members' use of digital technologies in Nigerian Universities. 492 university lecturers from Southwest Universities in Nigeria constituted the sample for the study. Faculty Members Technology Use Scale was used for collecting the data that were analysed at 0.05 significance level. Descriptive statistics such as simple percentage mean and standard deviation, and inferential statistics such as Pearson Product Moment Correlation Coefficient, Analysis of Variance, and Multiple regression were used for the data analysis. The study provides evidence which support that most faculty members are yet to adopt emerging digital technologies for teaching and learning. Furthermore, findings of the study also indicate that some environmental factors motivate and frustrate faculty members' use of digital technologies in the classroom. Similarly, the use of digital technologies by faculty members was found to be influenced by their academic status. In addition, the study reveals that gender, academic qualification, academic status, motivating and discouraging factors jointly contributed to the prediction of faculty members' use of digital technologies. Meanwhile, all other variables except gender relatively and significantly contributed to the faculty members' use of digital technologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10