Résumés
Abstract
This study investigated the level of emerging digital technologies’ competencies of Science, Technology, Engineering, and Mathematics (STEM) pre-service teachers. It employed a descriptive survey research design. A sample of 357 STEM pre-service teachers from a Nigerian university were selected purposively, based on the criteria that they were willing to participate in the online test. The Science, Technology, Engineering and Mathematics Emerging Digital Technologies’ Competencies Test (STEM-EDTCT, r=0.84) was used to collect data online, through a Google form. The data collected were analyzed using descriptive mean, standard deviations, simple percentages, and inferential statistics (independent t-test and analysis of variance). The results showed that the level of emerging digital technologies’ competencies of STEM pre-service teachers was low, regardless of their mode of entry into the university. The study also found a significant gender difference in the level of digital competencies, with male pre-service teachers scoring higher than their female counterparts. Based on the findings, it is recommended that Nigeria’s policy on pre-service teacher-training should focus on acquiring skills and competencies, particularly in digital technologies. STEM pre-service teachers should be equipped with known and emerging technologies to enable them to deliver knowledge and information effectively.
Keywords:
- teacher development,
- 21st-century skills,
- augmented reality,
- virtual reality,
- pedagogical learning
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Biographical note
Dr. Peter Abayomi Onanuga and Dr. Adewale Owodunni Saka are lecturers at Olabisi Onabanjo University, Ago-Iwoye, Nigeria. They hold PhDs in science education. Their research focus has largely been in science education, with research efforts being geared towards teaching strategies, teaching effectiveness, and learning outcomes of school students. Their teaching experience in the university has spanned between sixteen and eight years respectively, while teaching both undergraduates and postgraduates. The duo are active members of Science Teachers Association of Nigeria (STAN), but the first author holds a fellowship status of FSTAN. They both equally belong to Curriculum Organisation of Nigeria (CON). They have published widely in reputable journal outlets of both the local and international coverage and have attended several conferences, both in Nigeria and on the global scene. They are open to collaboration with scholars in the areas of teaching and curriculum studies in any part of the globe.
Bibliography
- Abdullah, F., & Halim, L. (2020). Self-efficacy and attitudes towards the use of emerging technologies among female pre-service STEM teachers. Education and Information Technologies, 25(1), 189-207.
- Adekomi, D. A., & Adeoye, F. A. (2017). The level of competence of pre-service teachers in using technology for teaching and learning in Nigerian universities. International Journal of Education and Development using Information and Communication Technology, 13(2), 34-44.
- Almarashdeh, I. (2019). The role of technology integration in pre-service teachers’ professional development. Journal of Education and Learning, 8(4), 196-207.
- Aslan, G., & Zhu, C. (2020). The technology integration preparedness of pre-service teachers: A survey study. Journal of Technology and Teacher Education, 28(4), 709-734.
- Belk, R. W., Belanche, D., & Flavian, C. (2023). Key concepts in artificial intelligence and technologies 4.0 in services. Service Business, 17(1), 1–9. doi: 10.1007/s11628-023-00528-w
- Cabezas-González, M.; Casillas-Martín, S.; & García-Peñalvo, F. J (2021). The digital competence of pre-service educators: The influence of personal variables. Sustainability 13, 2318. https://doi.org/ 10.3390/su13042318
- Çebi, A. & Reisoğlu, I. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research, 9(2), 294-308. doi: 10.7821/naer.2020.7.583.
- Dağ, F., & Kılıç-Çakmak, E. (2020). The impact of a STEM-oriented technology-integrated pedagogy course on pre-service teachers’ attitudes towards and knowledge of emerging technologies. British Journal of Educational Technology, 51(6), 2089-2105.
- Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
- Federal Ministry of Education (2014). National Teacher Education Policy. Federal Republic of Nigeria, February 2014.
- Federal Ministry of Education. (2018a). Education sector plan 2018-2022. https://www.education.gov.ng/wp-content/uploads/2019/05/ESP-2018-2022.pdf.
- Federal Ministry of Education. (2018b). National policy on science and technology education. https://education.gov.ng/wp-content/uploads/2020/09/National-Policy-On-Science-and-Technology-Education.pdf.
- Federal Ministry of Science and Technology. (2012). National Science, Technology and Innovation roadmap 2012-2030. https://tcc.gov.ng/main/wp-content/uploads/2016/05/National-Science-Technology-and-Innovation-Roadmap-2012-2030.pdf.
- Gao, P., Zhang, T., Zuo, Y., Chen, X., & Zhang, M. (2019). A study of the effects of technology-integrated teacher education on pre-service teachers’ attitudes and self-efficacy. Educational Technology Research and Development, 67(5), 1215-1234. https://doi.org/10.1007/s11423-019-09670-4.
- Hsu, Y. S., & Wang, C. Y. (2019). Gender differences in TPACK and its relationship with self-efficacy, attitudes, and anxiety toward technology integration. Educational Technology & Society, 22(1), 38-50.
- Hung, C. M., & Huang, Y. M. (2021). Gender differences in digital competence and technology integration self-efficacy among pre-service STEM teachers. Education and Information Technologies, 26(1), 687-705.
- Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
- Milutinović, V. R (2020). Examining the digital competencies of pre-service teachers. Paper presented at conference on “Professional competences for teaching in the 21st century”, July 2020. DOI 10.46793/pctja.19.373M
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- National Office for Technology Acquisition and Promotion. (2012). National Science, Technology and Innovation Policy. https://www.notap.gov.ng/policies/national-sti-policy/
- Ogunkola, B. J., & Adefuye, O. A. (2019). Assessing the preparedness of pre-service STEM teachers for technology integration. Journal of Technology and Science Education, 9(1), 41-56.
- Okebukola, P. A., Jegede, O. J., & Okebukola, F. O. (2018). Pre-service teachers and educational technology: A tale of two admission modes in a Nigerian university. International Journal of Educational Technology in Higher Education, 15(1), 1-17.
- Onanuga, P. A & Saka, A. O (2018). Trend analysis of students’ academic performance in selected science, technology, engineering and mathematics subjects in Ogun State Basic Education Certificate Examination (OG-BECE), Nigeria, from 2011 to 2015: A projection for five years. Science Education International, ICASE, 29(2), 110 – 116.
- Osunkunle, O., Olawuyi, T. S., & Ajayi, I. A. (2020). Investigating the technology competence of pre-service teachers: A comparative study of direct entry and UTME students. International Journal of Emerging Technologies in Learning, 15(7), 207-220.
- Roig-Vila, R., Mengual-Andrés, S., & García-Sánchez, F. A. (2018). Gender differences in pre-service teachers’ technological, pedagogical and content knowledge (TPACK) and its relationship with digital competence. Journal of Computer Assisted Learning, 34(1), 36-44.
- Saka, A. O. (2021). Can teacher collaboration improve students’ academic achievement in junior secondary mathematics? Asian Journal of University Education (AJUE), 17(1), 33-46. https://doi.org/10.24191/ajue.v17i1.8727
- Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2017). Technological pedagogical content knowledge - A review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. https://doi.org/10.1111/jcal.12195
- Yu, C. Y., Li, H. Y., & Liu, Y. (2020). Examining pre-service STEM teachers’ technological pedagogical content knowledge and use of emerging technologies. Journal of Educational Computing Research, 58(3), 681-698.
- Yusuf, M. O. (2017). Attitudes and perceptions of pre-service teachers towards the use of technology in teaching and learning. International Journal of Emerging Technologies in Learning, 12(10), 143-151.
- Zubairu, S. A; Fayomi, J. A & Auwalu, L (2019). Assessment of digital competencies of pre-service teachers and its influence on technology integration in Ahmadu Bello University, Zaria. Paper Presented at the 40th Annual International Conference of Educational Media and Technology Association of Nigeria on October 13th – 18th, 2019 at University of Uyo, Akwa-Ibom State.