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Increasing Teacher Educators' Access and Use of Instructional and Web-Based Technologies in Sub-Saharan Africa: Findings From a Mixed Method Study

Increasing Teacher Educators' Access and Use of Instructional and Web-Based Technologies in Sub-Saharan Africa: Findings From a Mixed Method Study

Abdulsalami Ibrahim, Crystal Machado
Copyright: © 2021 |Pages: 20
ISBN13: 9781799834687|ISBN10: 1799834689|ISBN13 Softcover: 9781799834694|EISBN13: 9781799834700
DOI: 10.4018/978-1-7998-3468-7.ch009
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MLA

Ibrahim, Abdulsalami, and Crystal Machado. "Increasing Teacher Educators' Access and Use of Instructional and Web-Based Technologies in Sub-Saharan Africa: Findings From a Mixed Method Study." Developing Countries and Technology Inclusion in the 21st Century Information Society, edited by Alice S. Etim, IGI Global, 2021, pp. 168-187. https://doi.org/10.4018/978-1-7998-3468-7.ch009

APA

Ibrahim, A. & Machado, C. (2021). Increasing Teacher Educators' Access and Use of Instructional and Web-Based Technologies in Sub-Saharan Africa: Findings From a Mixed Method Study. In A. Etim (Ed.), Developing Countries and Technology Inclusion in the 21st Century Information Society (pp. 168-187). IGI Global. https://doi.org/10.4018/978-1-7998-3468-7.ch009

Chicago

Ibrahim, Abdulsalami, and Crystal Machado. "Increasing Teacher Educators' Access and Use of Instructional and Web-Based Technologies in Sub-Saharan Africa: Findings From a Mixed Method Study." In Developing Countries and Technology Inclusion in the 21st Century Information Society, edited by Alice S. Etim, 168-187. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-3468-7.ch009

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Abstract

While teacher educators in Sub-Saharan Africa have increased access to information and communication technology (ICT), there is a lack of empirical research that describes the detail of educators' use of technology. This chapter addresses the gap in the literature with an exploratory mixed method study in a region of Nigeria. Researchers developed a survey to collect quantitative data from 190 teacher educators and added data from 10 interviewees to verify and the survey findings. The survey assessed the types of technologies in use and the demographics of teachers who use them. As expected, use is dependent on access, and overall access was high. Demographic differences in use were not great, but women were slightly more accepting than men, and more recent graduates more accepting than older ones. Teachers overall were moderately comfortable with technology. Researchers did not collect data about enabling factors like technical support or professional development. This suggests that next steps would be to define instructional software and assess technical support needs.

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