The influence of age and educational qualification on stakeholders perception of integrating mobile technology into basic education in Nigeria

Policy makers, teachers, students and members of the society are normally referred to as major stakeholders in education. The role of stakeholders in facilitating decisions that affect educational policies cannot be undermined. Although technology is considered a veritable platform for enhancing the teaching-learning process, nevertheless the operators of this process are crucial to the strategic integration of this innovative tool to effective instructional delivery. The benefits accruable in the interface between mobile technology and basic education can only be fully harnessed when the views of stakeholders are given due consideration. It is against this background that this study interrogates how stakeholders in education perceive the integration of mobile technology into basic education in Nigeria. Two hundred and fifty-eight stakeholders in education were selected as participants for the study. The findings revealed that stakeholders in education perceive, in positive light, the adoption of mobile technology as an invaluable driver of basic education in Nigeria. Stakeholders in this paper refer to as teachers at the basic level of education.Keywords: Education Stakeholders, Perception, Mobile Technology and Basic Educatio

Influence of Mobile Learning Training on Pre-service Social Studies Teachers’ Technology and Mobile Phone Self-Efficacies

Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training. Keywords: Technology self-efficacy, Mobile Phone Self-efficacy, Mobile learning, trainin

Learners’ Acceptance of the Use of Mobile Phones to Deliver Tutorials in a Distance Learning Context: A Case Study at the University of Ibadan

This case study focuses on students’ acceptance of mobile phones for learning purposes within a project that aims to support and engage distance education students by using mobile phones for distance learning tutorials, rather than using technology merely to communicate information or create access to learning resources. The research design is based on Davis\u27s Technology Acceptance Model and tests multiple hypotheses concerning the effects of perceived usefulness, perceived ease of use, interest in the technology and technology self-efficacy on the use of the mobile tutorials. The evidence gathered confirms that the mobile tutorials enhanced teaching and learning. However, it also highlights several preconditions for successful implementation, including providing technical support to students, using a well-designed interface, improving student information and communications technology (ICT) literacy, controlling the messaging and data costs faced by students, and improving the capacity of course developers and technical staff

Effects of two puzzle-based instructional strategies on primary school pupils' learning outcomes in social studies in Ondo State, Nigeria

ABSTRACT The persistent poor achievement being recorded in Social Studies at the primary school level in Nigeria has been attributed to inadequate instructional resources and the use of lecture methods which do not promote active participation of pupils in the teaching-learning process. Most previous studies have not explored the use of Three Dimensional Puzzle-Based Strategy and Paper and Pencil Puzzle-Based Strategy especially in Social Studies classroom which encourage active pupils' participation. This study therefore determined the effects of Three Dimensional Puzzle-Based Strategy (TDPS) and Paper and Pencil Puzzle-Based Strategy PPPS on pupils' achievement and attitude towards Social Studies. It also determined the moderating effects of gender and school location on the dependent variables. The study adopted pretest-posttest, control group, quasi-experimental design, using a 3×2×2 factorial matrix. Two hundred and forty primary 4 pupils from six primary schools purposively selected from three Local Government Areas of Ondo State, participated in the study. Instruments used were: Social Studies Achievement Test (r = 0.82), Social Studies Attitude Questionnaire (r = 0.84), Instructional Guide on Three Dimensional Puzzle-Based Strategy, Instructional Guide on Paper and Pencil Puzzle-Based Strategy, and Instructional Guide on Modified Conventional Teaching Method. Four hypotheses were generated and tested at 0.05 level of significance. Data were analysed using Analysis of covariance and Scheffe's post hoc test. Treatment had significant main effect on pupils' post achievement score in Social Studies (F (2,227) = 112.203; p<0.05). Pupils exposed to TDPS attained highest post achievement mean score ( = 13.103) in social studies, followed by PPPS group ( = 8.841) and control group ( = 5.882). Also, there was significant effect of school location on pupils' achievement in Social Studies (F (1,227) = 222.203; p<0.05). Pupils in urban schools had highest achievement mean score ( = 12.093) than their counterparts in rural schools ( = 6.452). Similarly, gender has no significant effect on pupils' achievement in Social Studies (F (1,227) = 1.571; p<0.05). The two way interaction effect of treatment and gender on pupils achievement in Social Studies was not significant (F (2,227) = 81.793; p<0.05). The TDPS and PPPS were effective at improving pupils' achievement and attitude in Social Studies. It is therefore recommended that TDPS and PPPS should be used by Social Studies teachers in order to facilitate active participation of pupils in the classroom and also improve their learning outcomes in the subject

Influence of Age and Training on Planning Instruction Using Mobiles Phones by Pre-service Social Studies Teachers

Abstract Effective planning of instruction enables the teacher to set out different strategies that can make both teachers and students achieve stated objectives. Teachers are expected to put a lot of effort into planning their instruction, and with the emergence of different technologies (hardware/software), planning can be done with considerable ease. These technologies such as computers, mobile phones, tablets, Personal Digital Assistants (PDAs) and so on create a platform for teachers to explore, gather facts, sort, edit and re-arrange information about a topic before teaching it. Therefore, in this study, pre-service social studies teachers were trained on how to plan instruction using the Mobiles, this was done using a Mobile Learning Lesson Plan (MLLP) template, the influence of age on how pre-service teachers plan instructions using mobiles was also examined. The template is a blueprint of what is to be taught using the mobile phone, it enables teachers to organise, plan, design, and evaluate the lesson effectively. The results show that after the training, the pre-service social studies teachers were able to acquire requisite skills to plan instruction using mobile phones. Also, age does not significantly influence on the ability of pre-service social studies teachers to plan instruction using mobiles

Pre-Service Teachers' Ease of Use and Intention to Use Selected E-learning Technologies in Designing Instruction

Abstract The process of teacher preparation and training is core to producing good and quality teachers in the classroom. This process is complex and demanding because teachers are agents of change that help shape the skills of future generation. The world is changing so also is the education system and studies have established the importance of using new and digital technologies in the teacher training process. However, the training of teachers, especially pre-service teachers in Nigeria to utilize these tools remain scarce. This study, therefore, examined the ease of use and intention to use new and digital technologies such as Interactive Whiteboard, Camstasia, Mindmapping tools and Microsoft suites in an Instructional Technology course in the Faculty of Education, University of Ibadan, Oyo State, Nigeria. The study adopted an expo facto research design and purposive sampling technique was used to select 273 teacher trainees in five departments (Adult Education, Teacher Education, Guidance and Counseling, Special and Kinetics and Health Education). Three research questions were raised and answered in the study. The findings revealed that ease of use is 83%, which means that the teacher trainees find these technologies easy to use for the teaching and learning process. The result also indicated that the intention to use is 81.7%, which means that the teacher trainees intend to use these technologies in their future classroom. The teacher trainees are motivated to use these technologies, they feel it can enrich their teaching if adequate and proper training is given to them. They find these technologies exciting and flexible to design instructional activities

Mobile technology: implications of its application on learning

Learning in Nigeria is considered to have taken a new dimension as the Distance Learning Centre (DLC) of the University of Ibadan has created wider access to learning through the application of mobile technology to learning with particular reference to mobile phones use for the teaching and learning process. By this, the Centre seeks to achieve one of the major objectives of the Nigerian National Policy on Education, which is the provision of equal educational opportunities to all citizens at different levels of education. The paper therefore presents the attendant challenges of introducing such an innovative idea to learning at the University of Ibadan using a sampled population of 201 in a Focus Group Discussion (FGD) held among learners under the Distance Learning platform to establish the benefits and problems of using mobile phones for learning in the University of Ibadan