EARLY CHILDHOOD TEACHERS' TRAINING ON INFORMATION AND COMMUNICATION TECHNOLOGIES FOR CLASSROOM PEDAGOGY IN LAGOS, NIGERIA

Abstract

Rebranding education that aligns with the
demands of modern education entails that
teachers' classroom pedagogy should align with
technological innovation. The study identified
Early Childhood Teachers' Training on ICTs for
classroom pedagogy in Lagos, Nigeria.
Descriptive survey research design was adopted.
The population of the study consists all teachers in Lagos state while the sample size is one hundred and eighty (180) teachers who were randomly and purposively selected using simple random sampling technique. Six teachers each in Basic 3 and 5 in thirty (30) public primary were selected. Two research questions in an eighteenitem statement on four-point Likert Scale was used to elicit responses using an instrument titled 'Early Childhood Teachers' Training on ICTs for Classroom Pedagogy' (ECTTICP). The instrument was validated by experts in Early Childhood and Measurement and Evaluation. The test re-test method was adopted for instrument reliability at 0.70. Data were analysed using descriptive statistics. The findings show among others that ICTs competence allows teachers to have grip over their subject matter and equips teachers more with activity-based
learning. Challenges such as lack of facilities and
poor connectivity abound. It was recommended
that provision of technological gadgets and
training teachers innovatively should be the
government, school owners and NonGovernmental Organizations' (NGOs) priority