Utilization of technology-enhance learning tools among vocational and technical education teachers in Nigerian tertiary institutions

Abstract

The study determined training needs of teachers and issues in the utilization of Technology-enhanced Learning tools in Vocational and Technical Education in Nigerian tertiary institutions. Five research questions and one hypothesis guided the study. The sample for the study is 318 teachers from six tertiary institutions that offer majority of Vocational and Technical Education programmes in Nigeria. Instrument for data collection was developed by the researchers and was validated by five experts in Vocational and Technical Education. The overall reliability index of the instrument is 0.81. Results from collected data revealed that the teachers require training to enable them use Technology-enhanced Learning tools for instructional delivery; the current mode of instructional delivery in institutions is face-to-face approach; many institutions have Information and Communication Technology center and institution wide internet which are not effectively utilized for instructional delivery, among numerous other findings. Among the recommendations is that teachers should be given access to the available Technology-enhanced Learning facilities in their institutions to enable them learn how to use them at their own free times. It was concluded that most VTE teachers are eager to deploy Technology-enhanced Learning tools for instructional delivery but some institutional supports they need, especially trainings are inadequate.