TECHNOLOGY IN EDUCATION: PRIMARY SCHOOL TEACHERS’ E-LEARNING LITERACY AND COMPETENCY IN NORTH CENTRAL, NIGERIA

Abstract

Technology-driven education environments are evolving to meet the demands of the technological landscape worldwide. This is made possible with the shift to e-learning and, therefore, reveals the significance of teachers’ e-learning literacy and competency. To that effect, this study investigates the e-learning literacy and competency of primary school teachers in North Central Nigeria. A cross-sectional survey type was adopted. The population of the study comprised all the primary school teachers in North Central Nigeria. A structured questionnaire developed by the researcher from the literature was used as an instrument for data collection. The instrument was validated by three experts, and a 0.76 coefficient index was obtained using the Cronbach Alpha method. The instrument was distributed across the region, and 150 primary school teachers responded to the instrument. The data collected was analysed using descriptive and inferential statistics. Real limits were used for the interpretation of the results. The findings of the study revealed that primary school teachers have low levels of e-learning literacy and competency. There were no significant differences between the e-learning literacy levels of primary school teachers based on gender and school type. However, a significant difference was found between teachers of public and private schools' levels of e-learning competency. Therefore, it was recommended that regular training be conducted for primary school teachers in the region to improve their e-learning literacy and competency.