Knowledge, Utilization and Perception of Emergent Digital Technologies In Pedagogy by Pre-Service Science Teachers in Nigeria

Abstract

The COVID-19 pandemic, globalization and development in ICTs have institutionalized the use of digital technologies in education, bringing innovations into teaching and learning and giving teachers new roles in pedagogy. Therefore, today’s classroom requires a new set of teachers with digital knowledge, competence, and mindset to support the teaching process thereby, making the classroom more engaging, compelling, and interesting. Consequently, this study examined knowledge, utilisation, and perception of emergent digital technologies in pedagogy by pre-service science teachers in Akwa Ibom State. A descriptive survey design was adopted, and 300 pre-service science teachers were randomly sampled for the study. "Knowledge, Utilization and Perception of Emergent Digital Technologies in Pedagogy Questionnaire was used for data collection. The validated instrument had a reliability coefficient of 0.88. Mean and standard deviation answered the research questions, while independent t-test was used to test the hypotheses formulated at a 0.05 significance level. The findings of the study showed a moderate extent of pre-service science teachers’ knowledge, a high extent of pre-service science teachers’ utilization, and a high extent of pre-service science teachers’ perception of emerging digital technologies in pedagogy. There also exists a significant difference in male and female pre-service science teachers’ knowledge and utilization of emerging digital technologies in pedagogy. No significant difference in the perception of male and female pre-service teachers on emerging digital technologies in pedagogy was found. Based on the findings, it was recommended among others that pedagogical practices should be made to embrace the use of digital technologies so that teacher trainees have the appropriate knowledge and skills to meet with increasing needs of students.