Profiles of Stages and Attitudes Regarding Technology Adoption in Teaching Among PHE Teachers in Nigerian Primary and Secondary School

Abstract

The study investigated level of adoption and attitude towards technology use in teaching among primary and secondary schools Physical and Health Education teachers. Two standardized instruments, “Assessment of Impact of Technology in Education Questionnaire” (AITEQ) and “The Secondary Physical Educators‟ Attitudes and Technology Practices Inventory” (SPEATPI) elicited information from 122 (PHE teachers on technology use. Mean age 32.64 years. The participants consisted of 67 primary school PE teachers (54.9%) and 55 secondary school PE teachers 45.1%). With respect to gender, 41(33.6%) were males, and 81(66.4%) were females. A descriptive survey was adopted in the study and the data were analysed using descriptive statistics of frequencies, percentages, mean, while the chi-square and t-test were the inferential statistics used for testing the hypotheses. With regards to the stages of adoption by PHE teachers, result indicated that only 20(16%) of the entire population can apply technology in the classroom or workplace, while 30 (24.6%) are at the awareness stage that „technology exist but have not used it‟. Others are either trying to learn the basics 11(9.0%) or beginning to understand the process of using technology 31(25.4%). There was observed gender difference with regard to stages of technology adoption but not in teaching categories. The general teachers‟ attitude towards adoption and utilization of technology was positive (M=2.70, SD=0.35. However, of the three specific dimensions of PE teachers‟ attitude studied, result further indicated positive attitude of teachers towards importance/relevance of technology to PE teaching (M=2.82, SD 0.41) and contextual factors (M=2.38, SD =0.57) and negative attitude toward technology and their teaching style (0.72, SD=0.26). There were no significant differences in attitude between primary and secondary school teachers, however there was a significant difference on attitude based on gender. It was concluded that although PHE teachers demonstrated positive attitude towards technology adoption, they are still far behind in the use of technology in teaching physical and health education classes. Recommendations were made based on the findings.