This study was done to gauge the sensitivity of University teachers to the use of emerging technologies for teaching in Nigerian universities. The study was a survey of the academic of the Faculties of Education in Universities across North Central Nigeria. The study is borne out of the need to x-ray some complexities in the Nigerian educational system that may likely underlie the rather slow pace and magnitude of use of relevant emerging technologies in teaching in Nigerian universities. The paper attempted to measure the level of awareness and responsiveness as well as proficiency among university teachers in the use of emerging technologies like use of personal computers, computerized grading, e-textbooks, gammification, simulation, active and flipped classrooms in teaching. A semi-structured questionnaire was used to collect data which was analyzed using simple percentages. Findings indicate that the percentage level of awareness of the existence of some relevant technologies for teaching is generally very low while teacher responsiveness is as low and invariably poor. The percentage skill level was also very low. It was concluded that the relative slow pace of the application of emerging ICT for teaching in Nigerian universities is likely connected with teachers’ sensitivity to the use of such ICTs in teaching. It was recommended among other things that educators generally and university teachers in particular should be made aware of relevant emerging technologies through policies and regulations that ensure teachers at such a discerning level of education are fully trained and incentivized to use the relevant ICT in delivering their diverse services like the most needed rich scholarly content as well as relevant skills for the 21st Century learner.
Table of Contents
1. Introduction
2. Conceptual Clarifications
Research Objectives and Themes
This study aims to evaluate the level of awareness, responsiveness, and proficiency among university teachers in Nigeria regarding the adoption of emerging electronic technologies in higher education. It investigates the pedagogical gaps and infrastructural challenges that contribute to the slow integration of modern digital tools in the Nigerian university system.
- Awareness levels of emerging educational technologies among faculty.
- Teacher responsiveness and attitude toward technological integration.
- Technical proficiency and skill levels in utilizing digital teaching tools.
- Impact of institutional infrastructure on technology adoption.
- Strategies for enhancing digital pedagogical competencies for the 21st-century learner.
Excerpt from the Publication
Conceptual Clarifications
Higher education is the type of education that follows the secondary education and as provided by the Nigerian National Policy on Education (2004) it is education of a higher level taking its roots from the elementary education. Higher education may range from polytechnics, colleges of education and advanced professional studies; colleges of Arts, science and technologies; universities and seminaries. University education is one that is characterized by a high academic and scholarly spirited education system that imparts knowledge in one field of specialty or another like teaching, social sciences, medicine, humanities and arts while helping the beneficiaries to perceive the world and facts of life more rationally. It is an institutional education that typically includes undergraduate and postgraduate programs in various disciplines.
The use of electronic technology in education simply points to a wide array of computer based technology that encompasses relevant tools that may enhance teaching and learning. By emerging here means newly developed or appearing ones, implying that technological tools are continuously evolving to feature better innovations to bring forth ‘the state of the art’ with higher qualities and easier applications in the field. They may range from web-based teaching materials, blogs, the hyper/multimedia CD-ROMs, collaborative software, e-mails, wi-fis, educational animations, simulations, games, learning management systems/software. Using technology for teaching may as well encompass e-learning which involves all other aspects of computer-based training, use of mobile devices and web-based facilities for teaching and learning.
Summary of Chapters
1. Introduction: This chapter contextualizes the slow integration of ICT in Nigerian universities despite government recommendations and highlights the urgent need for digital transformation in higher education.
2. Conceptual Clarifications: This section defines the scope of higher education in the Nigerian context and clarifies terminology regarding electronic and emerging technologies in pedagogy.
Keywords
Teacher sensitivity, Emerging Technology, Nigerian Universities, ICT integration, Digital pedagogy, Higher education, E-learning, Computerized grading, E-textbooks, Classroom innovation, Educational technology, Academic training, Pedagogical tools, University faculty, 21st-century learner.
Frequently Asked Questions
What is the core focus of this research?
The study examines the sensitivity of university teachers in North-Central Nigeria toward adopting emerging electronic technologies for classroom instruction.
What specific technology areas does the study cover?
It covers personal computers, computerized grading, e-textbooks, gamification, simulation technology, flipped classrooms, active learning classrooms, and multimedia classrooms.
What is the primary research objective?
To measure the levels of awareness, responsiveness, and technical skill among university academics regarding the implementation of modern educational technologies.
What research methodology was employed?
The study utilized a survey approach, employing a semi-structured questionnaire distributed to 238 respondents, with data analyzed using simple percentages.
What does the main body address?
The main body reviews the definitions of emerging technologies, discusses their potential benefits for higher education, and presents empirical data on current faculty awareness and usage levels.
Which keywords best describe this work?
Teacher sensitivity, emerging technology, Nigerian universities, digital pedagogy, and ICT integration.
Why is the awareness level of emerging technologies described as low?
The survey data revealed that, with the exception of basic personal computer use, the vast majority of respondents reported very low awareness of specialized tools like flipped classrooms (13.5%) or multimedia classrooms (13.5%).
What is the author's primary recommendation?
The author recommends a 'state of emergency' approach to upgrade infrastructure and implement policy-driven training to incentivize teachers to integrate ICT into their pedagogy.
- Citar trabajo
- Comfort Atser (Autor), 2018, Teachers' Sensitivity to Emerging Electronic Technology for Teaching in Nigerian Universities, Múnich, GRIN Verlag, https://www.grin.com/document/439056
