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1 – 1 of 1Ifeanyi Benedict Ohanu, Lilian Ogechi Nwandu, Ashagwu Ojang Okadi, Chibueze Tobias Orji, Toochukwu Eleazar Ejiofor, Chiamaka Adaobi Chukwuone, Nnenna Ekpereka Ibezim and Emmanuel Chukwugozie Osinem
The purpose of this study is to explore the key technology-enhanced learning (TEL) tools vocational and technical education (VTE) teachers should learn to promote sustainable…
Abstract
Purpose
The purpose of this study is to explore the key technology-enhanced learning (TEL) tools vocational and technical education (VTE) teachers should learn to promote sustainable skills acquisition and graduate employability, the experiences of VTE teachers about TEL tools and the extent of the relationship between years of teaching experience and the experiences of VTE teachers about TEL tools.
Design/methodology/approach
The sample for the study is 318 teachers from 6 tertiary institutions that offer the majority of VTE programs in Nigeria. The instrument for data collection was developed by the researchers and was validated by five experts. The overall reliability index of the instrument is 0.81.
Findings
The study found that in order to use TEL tools, VTE teachers must learn effective instructional delivery and found the experiences of VTE teachers with TEL tools as well as the relationship between teachers' years of experience and experiences of VTE teachers about TEL tools. Also, the study found that access to TEL tools mediates the relationship between VTE teachers' utilization of TEL tools and their performance in utilization of TEL tools.
Originality/value
VTE teachers need to learn how to use TEL tools for effective online instructional delivery during and post-emergency situations.
Details