Technology enhance learning: A case study of the potentials of mobile technologies in Nigerian College of Education

Abstract

Technology has proven to be an effective tool and a driving force for developments in the education sector, hence the term “technology enhanced learning” (TEL). Despite the continuous impact of technology in education, the lack of TEL in teacher education institutions in Nigeria has created a technological gap between learners in the teacher training institution (College of Education), and their contemporaries in other higher institutions. The primary goal of College of Education is to train students in various fields of expertise to become teachers. However, if they must function in the imminent digital era as educators, they need to learn with, and learn how to teach with technology. Using the cultural historical activity theory (CHAT), this qualitative study adopted a phenomenological case study methodology, to understand the factors affecting technology integration in Federal College of Education (Technical) Asaba, and to reveal the potentials of mobile technologies to enhance learning. The findings revealed the need to re-evaluate the structure of teacher education as poor infrastructure, unproductive professional development training on ICT integration in the classroom, lack of emphasis on teaching with technology in the curriculum, and the perception of stakeholders towards technology, has trampled its integration. Although some educators and students have adopted mobile technology and digital platforms to enhance communication, and collaboration within and outside the classroom, the consolidation of such practices within the college to meet their demands, is dependent on the perception and attitude of management towards technology. This is due to lack of knowledge of the possibilities of mobile technology in enhancing learning, and the funding to support its implementation in this institution. Therefore, this calls for a review of the curriculum and the development of new ICT policies in education to incorporate teaching and learning with mobile technology. Measures and actions to foster teacher development and training, as well as the resources to promote the digitalization of teacher education institutions in Nigeria must be ensured