Abstract: Descriptive survey design was used for this study. The population of the study comprised of 150 lecturers (105 males and 45 females) from two colleges of education in the state, which was obtained through random sampling. The colleges are: College of Education, Waka Biu and Sir Kashim College of Education, Maiduguri, while Umar Ibn Ibrahim Elkenemi College of science and Technology, Bama could not be reached due to insecurity. The instrument used for data collection was a structured questionnaire adopted from Mills and Tincher (2003). The instrument was pilot tested on twelve teachers, from Federal College of Education, Yola, Adamawa state. The internal consistency was determined using cronbarch alpha reliability coefficient, which yielded 0.89. The data gathered from the questionnaire were analyzed using mean, standard deviation, Z-test and ANOVA. The mean and standard deviation was used to answer research questions, while the Z-test and ANOVA were used to test the hypothesis at 0.05 level of significance. The result shows that teachers use technology for professional productivity and to facilitate and deliver instruction, but do not integrate technology as well into teaching and learning. It also showed that age, gender and years of teaching experience has no significant effect on teachers’ technology integration and use in the classroom. The study recommends among other that professional development opportunities such as seminars, workshops conferences should always be organized for teachers to bring teachers together to discuss and share ideas and learn new technology for integrating technology into the classroom.
Title: Teachers Perception of Instructional Technology Integration in the Classrooms in Colleges of Education in Borno State, NIGERIA
Author: Ibrahim, S., Ali, R.B, Mshelia, I. Y
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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