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ERIC Number: EJ856113
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1040-2454
Nigerian Inservice Teachers' Self-Assessment in Core Technology Competences and Their Professional Development Needs in ICT
Aduwa-Ogiegbaen, Sam E. O.
Journal of Computing in Teacher Education, v26 n1 p17-28 Fall 2009
It is no longer a question whether or not technology should be used in the classroom. The emphasis is ensuring that teachers use technology effectively to create new opportunities for students to learn and raise their achievement. The use of technology in the classroom requires teachers to be knowledgeable and competent in ICTs and to integrate them into the curriculum, align them with student learning goals, and use them to engage learners in a quest for meaningful academic development. This study was a survey designed to engage postgraduate inservice teachers from selected universities in the south-south geopolitical zone of Nigeria in self-assessment of core technology competence. There were 238 participants, including 108 male and 130 female teachers, who responded to a 61-item Likert-type questionnaire. The study was also designed to determine the professional development needs of the inservice teachers and their preferred mode of professional development. Results revealed that the majority of the inservice teachers lacked competencies in core technology areas, and they all asserted that they need extensive professional development in 17 skill areas in ICT and training in 10 competency areas. The inservice teachers preferred attendance at conferences/seminars, university courses, and mentoring as the major modes of training in ICT skills. (Contains 1 figure and 4 tables.)
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria