Appraisal of Techno-Pedagogical Competence of Pre-Service Teachers in Some Selected Tertiary Institutions in Niger State, Nigeria

Abstract

The integration of ICT into teaching and learning has been very low with pre-service teachers not possessing the relevant technological competencies during classroom instruction in spite of advancement in technology that continues to permeate all facets of the education. Therefore, this study was conducted to appraise the technopedagogical competence of pre-service teachers in some selected tertiary institutions in Niger state, Nigeria. The population of the study comprised of 13,376 pre-service teachers of tertiary institutions in Niger State Nigeria out of which a multi-stage sampling technique was used to select 351 pre-service teachers to be used for the study. A questionnaire titled “Questionnaire for Appraising Techno-pedagogical Competency of Pre-service Teachers” (QATCPT) built on a four-point Likert scale was used to collect data. The instrument was validated by experts in the field of educational technology and computer science. A single shot pilot-study was conducted and reliability figures of 0.87, 0.92, 0.86, and 0.91 were obtained using Cronbach alpha. Findings revealed that pre-service teachers possess the basic technological skills for teaching (grand mean = 3.70); pre-service teachers possess the technological skills for planning and preparing lesson plan (grand mean = 3.48); preservice teachers possess the technological skills for instructional delivery (grand mean = 3.82); pre-service teachers possess the technological skills for evaluating learning and providing feedback (grand mean = 3.25). It was therefore recommended, among others, that emerging technologies should be integrated into educational settings to create the motivation and skills needed by pre-service, and that pre-service should be taught on the use of emerging technologies in other to improve learning outcomes.