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The Impact of Perceived Relevance and Technology Anxiety on Readiness to Use Digital Storytelling

The Impact of Perceived Relevance and Technology Anxiety on Readiness to Use Digital Storytelling

Lukuman Kolapo Bello, Amos Olugbenga Ojebisi, Adetayo Adekunle Adebanjo
Copyright: © 2021 |Volume: 4 |Issue: 2 |Pages: 15
ISSN: 2572-4878|EISSN: 2572-486X|EISBN13: 9781799863335|DOI: 10.4018/IJTEPD.2021070106
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MLA

Bello, Lukuman Kolapo, et al. "The Impact of Perceived Relevance and Technology Anxiety on Readiness to Use Digital Storytelling." IJTEPD vol.4, no.2 2021: pp.82-96. http://doi.org/10.4018/IJTEPD.2021070106

APA

Bello, L. K., Ojebisi, A. O., & Adebanjo, A. A. (2021). The Impact of Perceived Relevance and Technology Anxiety on Readiness to Use Digital Storytelling. International Journal of Teacher Education and Professional Development (IJTEPD), 4(2), 82-96. http://doi.org/10.4018/IJTEPD.2021070106

Chicago

Bello, Lukuman Kolapo, Amos Olugbenga Ojebisi, and Adetayo Adekunle Adebanjo. "The Impact of Perceived Relevance and Technology Anxiety on Readiness to Use Digital Storytelling," International Journal of Teacher Education and Professional Development (IJTEPD) 4, no.2: 82-96. http://doi.org/10.4018/IJTEPD.2021070106

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Abstract

This study investigated the effect of pre-service teachers' perceived relevance and technology anxiety on their readiness to use digital storytelling for instructional delivery. The study adopted a mixed-method research design. Pre-service teachers were trained on the basic procedures in creating digital storytelling for classroom instruction. Quantitative data was analysed using inferential statistics and qualitative data was content analysed. The result indicated that there was a high level of readiness among pre-service teachers to use digital storytelling for classroom instruction. Pre-service teachers' perceived relevance also played a significant role in their readiness to use digital storytelling for instructional delivery. It is, therefore, recommended that teacher training institutions need to provide relevant learning resources and digital tools to ensure that prospective teachers are able to acquire requisite skills in creating digital storytelling for effective classroom instruction.

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