ASSESSMENT OF THE SKILLS REQUIREMENT AND NEED FOR IMPLEMENTING TECHNOLOGY-ENHANCED AND ACTIVITY-BASED LEARNING ENVIRONMENTS BY TECHNICAL TEACHERS IN SOUTH SOUTH NIGERIA

Emmanuel Ezekiel Caleb; Tambari Mtormabari Deebom (PhD)

ASSESSMENT OF THE SKILLS REQUIREMENT AND NEED FOR IMPLEMENTING TECHNOLOGY-ENHANCED AND ACTIVITY-BASED LEARNING ENVIRONMENTS BY TECHNICAL TEACHERS IN SOUTH SOUTH NIGERIA

Emmanuel Ezekiel Caleb, Tambari Mtormabari Deebom (PhD)

Abstract

This study determined the current skills requirement for implementing technology enhanced and activity-based learning environments by vocational technical teachers in South South Nigeria. The descriptive survey research design was utilized for the study. The population of the study is 168 respondents, comprising of educational technologist experts (Lecturers), TVET lecturers and lectures in curriculum planning and management. Simple random sampling technique was used to sample 97 respondents for the study from the population. The researcher developed questionnaire titled ―Technology Enhanced and Activity-Based Learning Environment Indices (TEABLEI)‖ was used for data collection. The developed instrument was then face and content validated by seven (7) experts. The instrument was further assessed for reliability using the split half method by 20 experts. Cronbach alpha was used to compute the reliability index which gave a value of .85. The instrument was then administered to the respondents. The experts rated the instrument and ascertained the required skills level in technology enhanced and activity-based tasks for technical teachers. The technical teachers on the other hand, rated their skills level to determine skills possessed. The difference between skills required and skills possessed gives the skills need. The collated data was analysed using mean and standard deviation. The outcome of the study was the development of items that assessed the skills level of technical teachers in implementing technology enhanced and activity-based learning environment. The findings of the study also revealed that teachers have skills need in implementing technology enhanced and activity-based learning environment in technical colleges. It was recommended that there should be a structured training of technical teachers on activity-based classroom implementation by the State technical schools boards.

Keywords

skills need;technology enhanced learning;activity-based classrooms;vocational technical education;active learning

Full Text:

PDF Download

References

Albadi, A. & David, S.A. (2019). The impact of activity based learning on students‘ motivation and academic achievement: A study among 12th grade science and environment students in a public school in Oman. Specialty Journal of Knowledge Management, 4 (4), 44-53.

An, Y. & Reigeluth, C.(2011). Creating technology-enhanced, learner-centered classrooms: K– 12 teachers‘ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62.

Andiema, N. C. (2022). Activity-based learning strategies used by teachers in public pre-primary schools in Kenya. EastAfrican Journal of Education Studies, 5(2), 108-115. https://doi.org/10.37284/eajes.5.2.678.(5).

Arrowood, D., Davis, R. A., Semingson, P., & Maldonado, M. (2010). Supporting preservice teachers as they use technology to teach children. In Society for Information Technology & Teacher Education International Conference, 2010(1), 2138-2142.

Caleb, E.E.(2019). Development and Validation of Training Modules for Effective Implementation of Problem-based Learning in Electrical/Electronics Technology Programme in South-South Nigeria. unpublished doctoral dissertation, Nnamdi Azikiwe University, Awka.

Deci, E. & Ryan, R. (2000). The "what" and "why" of goal pursuits: human needs and the selfdetermination of behavior. Psychological Inquiry, 11 (4), 227-268.

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.

Hansraj, M. (2017). Activity -based teaching-learning strategy in language. Scholarly Research Journal for Humanity Science & English Language, 4 (20), 443-4436.

Kapur, R.(2019). Activity-Based Learning through Digital Schools. https://www.researchgate.net/publication/333557467_Activity- Based_Learning_through_Digital_Schools.

Kyza, E.A. (2017). Technology-enhanced learning: A learning sciences perspective. In: M. Spector, B. Lockee, & M. Childress. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_56-1Mehlinger, H.D. & Powers, S.M. (2002). Technology & Teacher Education: A Guide for Educators and Policymakers. Houghton Mifflin.NY

Ogundola, I., Abiodun, P. & Oke, J. (2010) Effect of Constructivism Instructional Approach on Teaching Practical Skills to Mechanical Related Trade Students in Western Nigeria Technical Colleges. International NGO Journal, 5(3): 059-064.

Peris-Ortiz, M., Garrigós-Simón, F. J., & Gil Pechuán, I. (2014). Innovation and Teaching Technologies. [electronic resource] : New Directions in Research, Practice and Policy. Cham : Springer International Publishing.

Pierson, M. (2001). Technology integration practice as a function of pedagogical expertise.

Journal of Research on Computing in Education, 33(4), 413-430.

Quin, Y. (2012). Impact of active learning in the classroom on academic achievement and motivation. Innovation Magazine, 11 (1), 51-53.

Rosales, L.(2021).Technology Integration: Implication for Teachers‘ Professional Development.

The Southeast Asian Conference on Education 2021 Official Conference Proceedings.

Sen, A. & Leong, C.K.C. (2020). Technology-enhanced learning. In: A. Tatnall. (eds) Encyclopedia of Education and Information Technologies. Springer, Cham. https://doi.org/10.1007/978-3-319-60013-0_72-1

Singal, N., Pedder, D., Malathy, D., Shanmugam, M., Manickavasagam, S. & Govindarasan, M. (2018). Insights from within activity based learning (ABL) classrooms in Tamil Nadu, India: Teachers perspectives and practices. International Journal of Educational Development, 60, 165-171.

Stobaugh, R., & Tassell, J. (2011). Analyzing the degree of technology use occurring in preservice teacher education. Educational Assessment, Evaluation and Accountability, 23(2), 143-157.

Urbanc, N.( 2017).Technology-enhanced inquiry approaches and benefits in secondary science classrooms. Published Master of Teaching Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education at the University of Toronto

Copyright (c) 2024 Journal of Education in Developing Areas

Copyright @ Faculty of Education, University of Port Harcourt