۱- Introduction

۲- Material and methods

۳- Sample

۴- Results

۵- Discussion

۶- Conclusion

References

Abstract

To provide a diverse comprehension of teachers’ TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected in practice, this study examined teacher educators’ (TEs’) conceptions of technology integration. Specifically, the main objective of the study was to investigate the factors influencing Nigerian teacher educators’ technology integration using a self-completion survey administered to Nigerian teacher educators from three schools in the southern region of Nigeria. We utilized the partial least squares structural equation modeling (PLS-SEM) approach for the data analysis. Two frameworks—TPACK and Second Information Technology in Education Study (SITES)— guided the scale development. The results indicated that three constructs (perceived technological knowledge, teachers’ knowledge [excluding technology] and perceived knowledge for integrating technology) directly influenced the TEs’ technology integration, while two others (information and communication technology [ICT] pedagogical practices and perceived effect on students) did not. Among the teachers’ characteristics, teaching experience, and class size were found statistically associated with their technology integration. The results of this study are beneficial for developing professional training to help teachers integrate technology specifically by developing their ICT pedagogical practices. Through such training, teachers could be enlightened on how to align their perceived effect of teaching with technology.

Introduction

Both educators and policymakers have high expectations that ICT will support educational reforms and better teaching and learning practices (Elstad, 2016). In addition, ICT literacy and twenty-first century skills have been recognized as essential for productivity in an information society (Groff, 2013). Accordingly, what happens inside the classroom is crucial (OECD, 2016) and questions concerning how teacher trainees learn to integrate technology into their teaching practices should be considered. Nevertheless, it behooves TEs to help teacher trainees to become digitally literate individuals who can teach the necessary skills to their future students (Binkley et al., 2012; Howells, 2018); hence, TEs are recognized as “gatekeepers” (Tondeur et al., 2019), because of the role they play in the preparation of the future generation of teachers.