Computer usage proficiency towards pedagogical knowledge and learning improvement

Keywords: academic performance, computer and ICT gadgets, computer proficiency, teachers training programme, pedagogical knowledge

Abstract

The introduction of computers and ICT related gadgets in education is presently yielding noticeable impacts and it’s been widely accepted to aid learning. Thus, creating an ever increasing desire and urge in school owners, teachers, parents and students to acquire them for learning. The aim of this research is to examine the effect of computer usage proficiency on both teachers’ pedagogical knowledge and students’ academic performance. A total of two hundred (200) respondents selected through a stratified random sampling technique comprising of forty (40) respondents (twenty-five (25) teachers and (15) students) each from five selected Junior Secondary Schools in Ogun state, Nigeria served as the research  population. Collated data were analyzed using frequency counts and Chi-Square at 0.05 alpha level of significance. Also, three null hypotheses were formulated to determine the significant relationship among computer usage proficiency, teachers’ pedagogical competence and students’ academic performance. Research findings revealed that computer assisted approach is the most preferred teacher’s pedagogical approach indicating that old and long-service teachers show poor approach towards employing computers and ICT gadgets to aid teaching and learning. The study further established that teachers’ pedagogical competence is not independent of computer knowledge which will resultantly influence students’ academic performance positively.

References

Adomi, E. E. & Kpangban, E. (2010). Application of ICTs in Nigerian Secondary Schools. Library Philosophy and Practice, 345. Retrieved from https://digitalcommons.unl.edu/libphilprac/345/. (in English)

Ameen, S. K., Adeniji, M. S., & Abdullahi, K. (2019). Teachers' and students' level of utilization of ICT tools for teaching and learning mathematics in Ilorin, Nigeria. African Journal of Educational Studies in Mathematics and Science, 15(1), 51–59. Retrieved from https://www.ajol.info/index.php/ajesms/article/view/187479. (in English)

Anene, J. N., Ikerionwu, J. C., & Danladi, E. N. (2013). Student-Teachers Knowledge and Acquisition of Computer in Sandwich Programme of University of Abuja, Nigeria. International Journal for Cross-Disciplinary Subjects in Education, 4(4), 1332-1340. Retrieved from https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/voulme-4-2013/Student-Teachers-Knowledge-and-Acquisition-of-Computer-in-Sandwich-Programme-of-University-of-Abuja-Nigeria.pdf. (in English)

Bauer, J. & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519-546. Retrieved from https://www.learntechlib.org/primary/p/4728/. (in English)

Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. EURASIA Journal of Mathematics, Science and Technology Education, 5(3), 235–245. https://doi.org/10.12973/ejmste/75275. (in English)

Bower, M. (2019). Technology of mediated learning theory. British Journal of Educational Technology, 50(3), 1035–1048. https://doi.org/10.1111/bjet.12771. (in English)

Chikasanda, V. K. M., Otrel-Cass, K., Williams, J., & Jones, A. (2013). Enhancing teachers’ technological pedagogical knowledge and practices: a professional development model for technology teachers in Malawi. International Journal of Technology and Design Education, 23(3), 597–622. https://doi.org/10.1007/s10798-012-9206-8. (in English)

du Plessis, A. & Webb, P. (2012). Teachers’ perceptions about their own and their schools' readiness for computer implementation: A South African Case Study. Turkish Online Journal of Education Technology, 11(3), 312-325. Retrieved from https://files.eric.ed.gov/fulltext/EJ989223.pdf. (in English)

Dudeney, G. & Hockly, N. (2007). How to teach English with technology. Harlow: Pearson Education Limited. (in English)

Gilakjani, A. P. (2013). Factors Contributing to Teachers’ Use of Computer Technology in the Classroom in Universal. Journal of Educational Research, 1(3), 262-267. Retrieved from http://www.hrpub.org/journals/article_info.php?aid=566. (in English)

Günüç, S. & Babacan, N. (2017). Technology integration in English language teaching and learning. Journal of Teaching English for Specific and Academic Purposes, 5(2), 349-358. Retrieved from http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/524. (in English)

Hbaci, I., Ku, H.‑Y., & Abdunabi, R. (2020). Evaluating higher education educators’ computer technology competencies in Libya. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-020-09261-z. (in English)

Hodgkinson-Williams, Ch. (2006). Revisiting the concept of ICT as ‘tool’: Exploring of epistemological and ontological underpinnings of a conceptual framework paper for ITFORUM 13-17 March 2006. Retrieved from http://edstudies.ukzn.ac.za/Libraries/ET_Resources/Hodgkinson-Williams-2006.pdf. (in English)

Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers & Education, 146, No. 103760. https://doi.org/10.1016/j.compedu.2019.103760. (in English)

Ishola, A. A. & Udofia, I. G. R. (2017). Effect of Demographic Factors and Teachers’ Mastery of Instructional Designs as Predictors of Pupils achievement in Mathematics. Journal of Educational Research and Development, 15(1), 10-24. (in English)

Joo, Y., Park, S., & Lim, E. (2018). Factors Influencing Pre-service Teachers’ Intention to Use Technology: TPACK, Teacher Self-efficacy, and Technology Acceptance Model. Journal of Educational Technology & Society, 21(3), 48-59. Retrieved from https://www.jstor.org/stable/26458506. (in English)

Kozikoğlu, İ. & Babacan, N. (2019). The investigation of the relationship between Turkish EFL teachers' technological pedagogical content knowledge skills and attitudes towards technology. Journal of Language and Linguistic Studies, 15(1), 20-33. http://doi.org/10.17263/jlls.547594. (in English)

Lawless, K. A. & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614. https://doi.org/10.3102%2F0034654307309921. (in English)

Li, Y., Garza, V., Keicher, A., & Popov, V. (2019). Predicting High School Teacher Use of Technology: Pedagogical Beliefs, Technological Beliefs and Attitudes, and Teacher Training. Technology, Knowledge and Learning, 24(3), 501–518. https://doi.org/10.1007/s10758-018-9355-2. (in English)

Mitchem, K., Wells, D., & Wells, J. (2003). Effective integration of instructional technologies (IT): evaluating professional development and instructional change. Journal of Technology and Teacher Education, 11(3), 397-414. Retrieved from https://www.learntechlib.org/primary/p/14612/. (in English)

O’Sullivan, M. (2004). The reconceptualization of learner-centered approaches: a Namibian case study. International Journal of Educational Development, 24(6), 585-602. http://doi.org/10.1016/S0738-0593(03)00018-X. (in English)

Odumosu, M. O., Olusesan, E. G., & Abel, M. O. (2016). Promoting Effectiveness in the Teaching and Learning of Mathematics Using Cooperative Learning Method. In A book of Reading in honour of Mr. Emmanuel Adetunji Oloyede (pp. 31-43). (in English)

Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modelling approaches. Computers in Human Behavior, 80, 67–80. https://doi.org/10.1016/j.chb.2017.11.003. (in English)

Sheumaker, F., Slate, J. R., & Onwuegbuzie, A. J. (2001). The role of InTech training in the integration of technology into instructional practices among Georgia middle school teachers. Journal of Research on Computing in Education, 33(5). Retrieved from https://www.learntechlib.org/p/94585/. (in English)

Shi, M. & Bichelmeyer, B. A. (2007). Teachers’ experiences with computers: A comparative study. Educational Technology and Society, 10(2), 180-190. Retrieved from https://www.researchgate.net/publication/220374982_Teachers%27_Experiences_with_Computers_A_Comparative_Study. (in English)

Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118, 70–81. https://doi.org/10.1016/j.compedu.2017.11.009. (in English)

Waguespack, L. & Babb, J. (2019). Toward Visualizing Computing Curricula: The Challenge of Competency. Information Systems Education Journal, 17(4), 51-69. Retrieved from http://isedj.org/2019-17/n4/ISEDJv17n4p51.html. (in English)

Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council. Retrieved from https://learningforward.org/wp-content/uploads/2017/08/status-of-professional-learning-phase-1-technical-report.pdf. (in English)

Xie, K., Kim, M. K., Cheng, S. L., & Luthy, N. C. (2017). Teacher professional development through digital content evaluation. Educational Technology Research and Development, 65(4), 1067–1103. http://doi.org/10.1007/s11423-017-9519-0. (in English)

Yurdakul, I. K. (2018). Modelling the relationship between pre-service teachers’ TPACK and digital nativity. Educational Technology Research and Development, 66(2), 267–281. https://doi.org/10.1007/s11423-017-9546-x. (in English)

Published
2020-12-30
How to Cite
Elugbadebo, O., & Johnson, F. (2020). Computer usage proficiency towards pedagogical knowledge and learning improvement. Ukrainian Journal of Educational Studies and Information Technology, 8(4), 52-66. https://doi.org/10.32919/uesit.2020.04.05