Exploring Ecopedagogy for the Attainment of Education for All in Nigeria

Despite the progress so far recorded on the Education For All (EFA) programme in Nigeria, vulnerable children such as students with disabilities, street children referred to as ‘almajirai’, normadic Fulani children, orphans, the girl-child particularly in Northern Nigeria  are yet to qualitatively access and benefit from the programme. Thus, this paper explores ecopedagogy (an approach to an education of the earth and its citizens) in achieving EFA in the country. In doing this, it critically reviews EFA initiatives in Nigeria vis-à-vis various issues in ecopedagogy as a critical theory in education. The paper concludes by recommending among others popular education and planetary citizenship via the ecopedagogical approach for the attainment of EFA goals in Nigeria. Keywords: Ecopedagogy, Education, Education For All (EFA), Pedagogy, Nigeria

TEACHERS’ PERCEPTIONS OF THE USE OF MOBILE DEVICES FOR INSTRUCTIONAL DELIVERY IN SECONDARY SCHOOLS IN OYO STATE

Mobile devices are small, portable and compact devices, which can often fit in a pocket or purse. Unlike laptop computers, which are expensive, heavy and power-hungry, mobile devices are relatively low-cost, lightweight, and some work for a long time on an electrical charge or using a couple of standard disposable or rechargeable batteries. The study examined teacher’s perceptions of the use of mobile devices for instructional delivery in secondary schools. The study’s population comprises the secondary schools in Egbeda, Local Government Area of Oyo State. 26 schools were involved in the study with 220 teachers randomly selected. The instrument used in collecting the data was a researcher designed questionnaire that contained two sections. The data collected were analyzed using Mean. The result of the study reveals that teachers perceived mobile devices to be useful, easy to use and credible. The study concluded that mobile devices are useful for instructional delivery. The study also recommended among others that teachers should be motivated to engage in advanced learning in mobile devices for instructional deliver

Cultural And School Factors As Predictors Of Mathematics Teachers’ Use Of Information And Communication Technology (ICT) For Instruction In Ogun State

This study aims to find out if culture and school factors serve as predictors of mathematics teachers’ use of information and communication technology for instruction in secondary school. The sample for this study comprises 171 secondary schools’ teachers from 17 government-owned secondary schools in Ogun State, Nigeria. Data were collected through a questionnaire. The result shows that culture does not serve as a predictor of mathematics teachers’ use of ICT for teaching but school factors serve as a predictor of mathematics teachers’ use of ICT for teaching. It was also discovered that there was no significant relationship between culture and school factors as predictors of mathematics teachers’ use of ICT for teaching. Based on these findings, it was concluded that the obtainability of ICT facilities and other factors in school is important to mathematics teaching.