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The event takes place in Ä¢¹½Ö±²¥, Old Celebratory Hall (S212, Seminarium building) on Friday December 13th, 2019. The Event starts at 12 pm. The Opponent is Associate Professor Nathaniel Ostashewski (Athabasca University, Canada) and Custos Professor Timo Hämäläinen (Ä¢¹½Ö±²¥). The doctoral dissertation is held in English.

Eloho Ifinedo’s dissertation is published in the series JYU Dissertations, number 170, ISSN 2489-9003, ISBN 978-951-39-7969-0 (PDF). Permanent link to this publication:

Abstract:

Rapid technological advancement continues to influence various sectors and societies. Thus, much discussions have been documented and published on technology integration. In education, evaluations on the impact of Information and Communication Technology (ICT) on factors such as learning outcomes, methods, and learning environments towards improving quality of education, abound globally. Such evaluations have led to better planning of the implementation process and educational reforms. Developing countries’ context have however been underrepresented or unequally evaluated by using the lenses from foreign contexts and this is one problem with the technology integration process. This study employs a mixed method research design to evaluate the perspectives of the Nigerian students and teachers and the effect of their context on the use of ICT in the pursuit of their educational goals. Survey (N =136) and focused interview (N= 19) responses from Nigerian teacher educators of three government owned colleges of education from the southern part of Nigeria were analysed. The Technological Pedagogical and Content Knowledge (TPACK) framework was adopted albeit with some adaptation. Thus, TPACK was extended to include interactions, teachers’ characteristics and ICT practices. In relation to the aim of this research, first the study provides information on the ownership of multiple mobile devices, positive disposition, and willingness to engage in learning and teaching activities using ICT. Thus, indicating that the teachers and students are prepared to integrate technology in their schools. Second, contextual constraints were found at all three levels considered in this study (that is, macro, meso and micro). Two factors that promoted the use of ICT were the school support and personal determination to innovatively teach with available ICT. Overall, the TPACK framework was found suitable and relevant in explaining technology integration in the Nigerian context. The findings of the study advance research in educational technology for planning, implementation, designing of practical applications and creating processes that are sustainable. In addition, it provides insights to governments, school administrators, researchers, policy makers and international organisations who fund and are associated with many of these educational technology projects in developing contexts.