http://hdl.handle.net/20.500.12323/4388 2026-04-10T03:48:44Z http://hdl.handle.net/20.500.12323/4424 Title: Integration of Emerging Technologies in Teaching And Learning Process in Nigeria: the challenges Authors: Onyema, Edeh Michael Abstract: The evolution of Emerging Technologies (ETs) is changing all facets of educational process ranging from; the nature of classrooms, quality of content, methodologies, mode of students’ engagement, and evaluation. The integration of emerging technologies in teaching and learning process increase the interest of learners, and the quality of outcome in educational process. It brings about innovations, creativity, and flexibility to learning, thereby equipping both the educators and the learners with necessary problem solving and survival skills in a digital world. However, despite the enormous benefits of emerging technologies, its integration in teaching and learning process is often hampered by number of factors which directly or indirectly affects the integration process. The study examines the various challenges that obstruct the integration of emerging technologies in teaching and learning process in Nigeria. Data were collected through structured questionnaires, in addition to secondary data generated for review of literature. A total of two hundred (200) questionnaires were administered to respondents that consist of educators and students selected from both public and private secondary schools and tertiary institutions with similar level of infrastructures in Southwestern Nigeria. The collected data were later analyzed using descriptive statistics. The results show that majority of the respondents agrees that the integration of emerging technologies in teaching and learning process brings inspiration and modernization to education, enhance inclusiveness, and promotes the achievement of teaching and learning objectives. In addition, the findings proved that the integration of ETs in teaching learning process are often constrained by number of challenges which includes: epileptic power supply, insufficient skills, availability and accessibility issues, funding, inadequate professional development, and poor internet connectivity. The study concluded that educators at all levels of education should continue to update their knowledge and skills on how best to integrate emerging technologies in the teaching and learning process 2019-08-01T00:00:00Z http://hdl.handle.net/20.500.12323/4410 Title: Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data Authors: Cook, North Abstract: Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral 2019-07-01T00:00:00Z http://hdl.handle.net/20.500.12323/4399 Title: New technology, changing pedagogies? Exploring the concept of remote teaching placement supervision Authors: Chiton, Helen; McCracken, Wendy Abstract: Mobile technologies continue to have a growing influence on contemporary society, are becoming more commonplace within tertiary educational settings and hold the potential to impact on the learning process. This project evaluation considers the perspectives of participants who trialled the use of new technology to enable remote supervision and assessment of situated learning on teaching placement in schools in the UK. The discussion focuses on the impact that the use of new technology may have on established practices for assessment and models of supervision. Consideration is given to how the use of such technology may enable new pedagogical pathways with particular reference to reflective practice and self-assessment. The findings from a specialist Teacher Education programme (Deaf Education) within this study have direct implications for practicebased learning, both within teacher preparation programmes and in the wider field of professional practice. 2017-01-01T00:00:00Z http://hdl.handle.net/20.500.12323/4393 Title: Academic success: Is it just about the grades? Authors: Cachia, Moira; Lynam, Siobhan; Stock, Rosemary Abstract: Researchers examining academic success often quantify it in terms of assessment grades. This assumption is questioned here by considering the students’ understanding of academic success. The presented study aimed to identify students’ views of its definition and the factors they perceive as crucial in attaining it. Sixteen undergraduate Psychology students at a modern university in London, United Kingdom took part in one of three focus groups. Participants defined academic success as: the accomplishment of the learning process; gaining subject knowledge; and developing employability skills. Thematic analysis of the collected data resulted in two themes: intrinsic factors, including motivation, self-directed learning and personal skills; and extrinsic factors, including teaching content and the student support structure. The discussion of these results at the conference led to the conclusion that achieving academic success and minimising skill gaps for employability post qualification requires the intrinsic elements to be addressed as an integral part of the compulsory programme rather than presented as optional add-ons.; Researchers examining academic success often quantify it in terms of assessment grades. This assumption is questioned here by considering the students’ understanding of academic success. The presented study aimed to identify students’ views of its definition and the factors they perceive as crucial in attaining it. Sixteen undergraduate Psychology students at a modern university in London, United Kingdom took part in one of three focus groups. Participants defined academic success as: the accomplishment of the learning process; gaining subject knowledge; and developing employability skills. Thematic analysis of the collected data resulted in two themes: intrinsic factors, including motivation, self-directed learning and personal skills; and extrinsic factors, including teaching content and the student support structure. The discussion of these results at the conference led to the conclusion that achieving academic success and minimising skill gaps for employability post qualification requires the intrinsic elements to be addressed as an integral part of the compulsory programme rather than presented as optional add-ons. 2018-01-01T00:00:00Z