Abstract
Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria
Highlights
Nigeria education policy makers and social planners, in recognitions of its potentials for integrating tertiary education into a global digital society, have emphasized the adoption of information and communication technology (ICT) by teachers in the tertiary institutions
Research question 1 What is the extent of ICT training received by science and technology teacher educators in colleges of education in Southeast Nigeria?
Conclusions based on the findings Based on the findings of the study, the following were drawn: that ICT training and support among science and technology teacher educators in colleges of education in Southeast Nigeria is very low
Summary
Nigeria education policy makers and social planners, in recognitions of its potentials for integrating tertiary education into a global digital society, have emphasized the adoption of information and communication technology (ICT) by teachers in the tertiary institutions. This was made clear as the policy states that in recognition of the prominent role of ICT in advancing knowledge and skills necessary for effective functioning in the modern world, there is urgent need to integrate ICT into education in Nigeria (FRN, 2004). Many tertiary institutions in Nigeria today are struggling to adopt the ICT as teaching and learning technologies This is to be handled with skills and expertise for effective achievement and realization of its potential in both education and socio-economic development
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