Barriers and identified solutions to the integration of digital technologies in the classroom: A case study of teachers in Nigeria

Research output: Chapter in Book/Report/Conference proceedingConference contribution

External departments

  • STEMRES Learning Initiative

Details

Original languageEnglish
Title of host publicationProceedings of 2019 IEEE Global Engineering Education Conference (EDUCON 2019)
Subtitle of host publication9-11 April, 2019, Dubai, UAE
EditorsAlaa K. Ashmawy, Sebastian Schreiter
Place of PublicationPiscataway, NJ
PublisherIEEE
Pages953-958
Number of pages6
ISBN (Electronic)9781538695067
ISBN (Print)9781538695074
DOIs
Publication statusPublished - 1 Apr 2019
Event10th IEEE Global Engineering Education Conference, EDUCON 2019 - Dubai, United Arab Emirates
Duration: 9 Apr 201911 Apr 2019

Publication series

NameIEEE Global Engineering Education Conference, EDUCON
VolumeApril-2019
ISSN (Print)2165-9559
ISSN (Electronic)2165-9567

Conference

Conference10th IEEE Global Engineering Education Conference, EDUCON 2019
CountryUnited Arab Emirates
CityDubai
Period9/04/1911/04/19
Publication type

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This paper presents the results of a study on the adoption and integration of Information and Communication Technology (ICT) in the classroom in Nigeria from the teachers' perspective. Although the Internet and digital devices are becoming increasingly accessible by many more people in Nigeria, the literature shows that their adoption and integration in the classroom is still low. This research adopts the case study method to examine the barriers as well as the solutions from the perspective of the teachers. Twenty science teachers from different schools in Ekiti State, Nigeria participated in this study. A combination of focus groups and questionnaires was used to collect data. The results show that the main barriers against the adoption and integration of ICT in the classroom include a lack of adequate and well-trained personnel, poor internet service, as well as high cost of access. The identified solutions include changes to the curriculum to support digital literacy, funding and material support from both regional and national government, and digital literacy training for the teachers. These findings provide practical insights for school leaders and policy makers on strategies and recommendations to improve the adoption and integration of ICT in schools in Nigeria.