Levels of Aspiration to Use Digital Tools and Performance in an Educational Technology Course

Levels of Aspiration to Use Digital Tools and Performance in an Educational Technology Course

Lukuman Kolapo Bello (University of Ibadan, Ibadan, Nigeria) and Lateefat Folake Hamzat (Federal College of Education, Abeokuta, Nigeria)
DOI: 10.4018/IJTEPD.2020010104
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This study examined pre-service teachers' level of aspiration to use educational technology experience, and level of aspiration to use digital tools to engage learners in class activities and their performance in an educational technology course. The study adopted the research survey design and was carried out with 261 pre-service teachers. The results revealed that the level of aspiration to use experience from educational technology course and digital tool training was high. The result showed a significant positive relationship of R= 0.03 between pre-service teachers' level of aspiration to use educational technology experience and their performance. Also, there was a positive relationship of R= 0.66 between prospective teachers' level of aspiration to use digital tools and their performance. It was, therefore, recommended that pre-service teachers need to be encouraged with adequate instructional facilities to have positive aspiration to use technology now and in the future.
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Teacher education curriculum needs to incorporate appropriate instructional contents that would place students on a sound pedagogical pedestal, to cope with the ever-increasing challenges of the modern schooling system. Thus, teacher training institutions are rising up to the challenge by integrating educational technology courses into the curriculum, with a view to equipping pre-service teachers with technology toolkits to engage learners in classroom activities. Educational technology courses are designed to ensure that pre-service teachers are not only taught with technology, but also acquire skills to package instructional content with the use of digital tools.

It is widely recognised that pre-service teachers across the world need to be equipped with relevant technology skills and competences, which are now regarded as strategic components of any teacher education programme. Prospective teachers are expected to be trained on how to use digital tools in instructional delivery process, with a view to ensuring that new generation of teachers are able to meet increasing educational challenges of the 21st Century (Batane & Ngwako, 2017). Not only must these pre-service teachers acquire competences in technology use, it is also important that they learn how to use different digital tools to develop interactive and engaging instructional contents to enhance classroom activities at different levels of education. To accomplish this, stakeholders in teacher education programme need to incorporate a robust educational technology content that would create interactive teaching-learning environments for future generation teachers and their students.

Over the years, many studies had focused on the need to train prospective teachers on how to use technology and factors that hinder teacher technology preparation programmes in colleges of education and universities across the world. Murley, Jukes, and Stobaugh, (2013) affirm that most studies on pre-service teachers’ use of technology have concentrated on examining the impact of educational technology courses on pre-service teachers’ use of technology in their future classroom practices.

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