Abstracts
Abstract
This study investigated the level of emerging digital technologies’ competencies of Science, Technology, Engineering, and Mathematics (STEM) pre-service teachers. It employed a descriptive survey research design. A sample of 357 STEM pre-service teachers from a Nigerian university were selected purposively, based on the criteria that they were willing to participate in the online test. The Science, Technology, Engineering and Mathematics Emerging Digital Technologies’ Competencies Test (STEM-EDTCT, r=0.84) was used to collect data online, through a Google form. The data collected were analyzed using descriptive mean, standard deviations, simple percentages, and inferential statistics (independent t-test and analysis of variance). The results showed that the level of emerging digital technologies’ competencies of STEM pre-service teachers was low, regardless of their mode of entry into the university. The study also found a significant gender difference in the level of digital competencies, with male pre-service teachers scoring higher than their female counterparts. Based on the findings, it is recommended that Nigeria’s policy on pre-service teacher-training should focus on acquiring skills and competencies, particularly in digital technologies. STEM pre-service teachers should be equipped with known and emerging technologies to enable them to deliver knowledge and information effectively.
Keywords:
- teacher development,
- 21st-century skills,
- augmented reality,
- virtual reality,
- pedagogical learning
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Appendices
Biographical note
Dr. Peter Abayomi Onanuga and Dr. Adewale Owodunni Saka are lecturers at Olabisi Onabanjo University, Ago-Iwoye, Nigeria. They hold PhDs in science education. Their research focus has largely been in science education, with research efforts being geared towards teaching strategies, teaching effectiveness, and learning outcomes of school students. Their teaching experience in the university has spanned between sixteen and eight years respectively, while teaching both undergraduates and postgraduates. The duo are active members of Science Teachers Association of Nigeria (STAN), but the first author holds a fellowship status of FSTAN. They both equally belong to Curriculum Organisation of Nigeria (CON). They have published widely in reputable journal outlets of both the local and international coverage and have attended several conferences, both in Nigeria and on the global scene. They are open to collaboration with scholars in the areas of teaching and curriculum studies in any part of the globe.
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