Perceptions of Teacher Educators on ICT-Pedagogy Integration into Teacher Education in Southeast Nigeria:- Maryann C. E. Udo

Abstract This study investigated Teacher educators ’ perceptions on ICT-pedagogy integration into teacher education in southeast Nigeria. Three research questions were answered and three null hypotheses tested at 0.05 alpha levels using the t-test statistics. Sixteen teacher education institutions made up of nine universities and seven colleges of education were studied. The study population was 2985 made up 1799 teacher educators in colleges of education and 1186 in education faculties ofuniversities (NUC, 2015, NCCE, 2015). Taro Yamen formula was used to determine sample size of353 made up of213 and 140 teacher educators from colleges of education and universities respectively finally selected through randomization. A researcher-made questionnaire titled “Teacher Educators ICT-Pedagogy Integration Perception Questionnaire-TEICTIPQ" was used for data collection. The instrument was validated by three experts chosen from the fields of Curriculum and Instruction, Educational Technology and Measurement and Evaluation. The instrument's reliability was established through pilot test that yielded reliability index of 0.82 on the Cronbach Alpha scale. Data was analyzed using descriptive statistics namely frequency, mean and standard deviation to answer the research questions and the t-testfortesting ofthe null hypotheses. Findings indicated among others that while some teacher education institutions have a good stock ofICT-pedagogy integration resources some others don‘t. Also a significant proportion ofthe institutions do not have the requisite infrastructure to ensure effective ICT-pedagogy integration. Findings further indicated that the teacher educators generally perceived the contents ofthe current curricular at the two distinct levels to be adequate but that, a good number ofthe teacher educators lack basic knowledge and skills to effectively integrate ICT in their day to day instructional activities. Recommendations included that government and institutions should support staff and students to procure internet-enabled laptops, computers, accessories, requisite software and hardware. Institutions should ensure regular updating ofICTknowledge and skills ofteacher educators through short in-service courses, seminars conferences andworkshops.