Availability and Utilization of Emerging Technologies in Teaching and Learning in Primary Schools in Oshimili South Local Government Area of in Delta State

ABSTRACT

This study examined the availability and utilization of emerging technologies in teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study.  The population of the study comprised of the one thousand and three hundred and fifty (1355) teachers in all the 23 public primary schools in Oshimili South Local Government Area of Delta State. Out of the 23 public primary schools in Oshimili South Local Government Area, 10 schools were randomly selected. A total of 114 teachers were sampled through balloting. The instrument for data collection is a structured questionnaire. A draft copy of the questionnaire was validated by a lecturer Department of Primary Education and a lectures from Department of Educational Psychology and Counselling, Federal College of Education (Technical) Asaba. The researcher administered 114 copies of the questionnaire to primary school teachers and 109 were retrieved and analyzed using mean and standard deviation statistics. Findings of the study among others revealed that that emerging technologies are utilized for teaching and learning in primary schools in Oshimili South Local Government Area of Delta State to a low extent. It was recommended among others that Primary school teachers in Oshimili South Local Government Area should be encouraged and trained through regular workshops and seminars on the effective use of emerging technologies to improve classroom instruction and pupils’ engagement.

CHAPTER ONE

INTRODUCTION

Background to the Study

The rapid advancement of technology has transformed various aspects of life, including the field of education. Emerging technologies, such as interactive whiteboards, online learning platforms, virtual simulations, and multimedia presentations, have the potential to revolutionize the way teaching and learning are conducted. These technologies offer numerous advantages, including enhanced engagement, improved accessibility, and personalized learning experiences.

Emerging technologies refer to new and innovative technologies that are currently being developed and recently introduced into the market. These technologies have the potential to significantly impact various aspects of our lives, including communication, healthcare, transportation, and education, among others. Emerging technologies are new technologies that are currently developing or will be developed over the next five to ten years, and which will substantially alter the business and social environment (Halaweh, 2017, Bouwman, 2021). Wissenburg (2019), describes them as those technologies that are currently under development and rapidly evolving, with the potential to create disruptive innovation and new opportunities in various sectors. Emerging technologies are those technologies whose development, application, or both are still largely unrealized, such that they are framed as undergoing emergence from a variety of perspectives (Rotolo, 2017). Emerging technologies are those that are currently in the early stage of development and diffusion and are expected to have a significant impact on society, economy, and environment in the future (Srinivasan, 2019). The utilization of emerging technologies helps to facilitate teaching and learning process. Emerging technologies can be regarded to as those news technological innovations that are used to facilitate teaching and learning process.

Teaching is regarded as one of the oldest human activities or occupation. Some see it as an activity, a profession or an occupation. Teaching is the process of developing the cognitive, affective and psychomotor domains of or power of the learner through giving the learner knowledge of facts about subject matter, reinforcing or developing in the learner certain physical or manipulative skills (Adekunle, 2018). Teaching is the process where an expert, a more experienced person with more knowledge and skill assists a less experience or knowledgeable individual to gain knowledge and experience. It is an attempt to bring about desirable changes in the learner’s behaviour and it reflects the expected behaviour needed in improving on the learner and the society. Teaching is a systematic and purposeful process aimed at transferring knowledge, skills, attitudes, and values from teachers to learners through well-planned instructional activities. According to Okafor and Eze (2020), effective teaching goes beyond content delivery to involve structured experiences that promote understanding, critical thinking, and problem-solving. It also requires creating an enabling environment that fosters holistic learner development by considering individual differences and using strategies that sustain interest (Musa & Ibrahim, 2021). Furthermore, teaching combines cognitive, affective, and psychomotor domains to ensure balanced education while employing modern methods and resources to stimulate active participation (Uche & Onuoha, 2019). In essence, teaching is a dynamic and interactive process that aligns instructional methods with curriculum goals to achieve meaningful and lifelong learning outcomes.

Learning on the other hand is a continuous process through which individuals acquire knowledge, develop skills, and internalize values and attitudes necessary for personal and social development. According to Okoro and Ibrahim (2020), learning involves the active engagement of the learner in cognitive, affective, and psychomotor activities that lead to a permanent change in behavior. Musa and Adeola (2021) emphasize that effective learning occurs when instructional methods are interactive and tailored to individual needs, promoting understanding and problem-solving. Similarly, Uche and Nwachukwu (2019) note that learning is dynamic, adapting to environmental changes and incorporating new strategies, such as technology integration, to improve outcomes. Adeoye and Jimoh (2021) assert that learning is goal-oriented and shaped by experience, leading to meaningful behavioral changes. Likewise, Eze and Ajayi (2020) stress that learning involves active processing and application of knowledge for personal and societal development. Overall, learning is not a passive process but an intentional, interactive, and lifelong activity that prepares individuals for adaptability and growth.

Emerging technologies in education refer to innovative digital tools and platforms such as interactive whiteboards, virtual reality, mobile learning applications, artificial intelligence (AI), augmented reality, and adaptive learning systems that are designed to improve teaching and learning outcomes (Okeke & Nwankwo, 2020). These technologies have the capacity to make learning more engaging, collaborative, and student-centered by providing real-time feedback, personalized instruction, and immersive learning experiences (Obi & Agbo, 2021). Emerging technologies for teaching in primary schools refer to innovative digital tools and systems designed to support instructional delivery and improve learning outcomes at the foundational level of education. These technologies include interactive whiteboards, tablets, educational apps, virtual reality (VR), augmented reality (AR), adaptive learning platforms, artificial intelligence (AI)-driven tutors, and cloud-based collaboration tools (Okeke & Nwankwo, 2020). Their primary aim is to create engaging, interactive, and learner-centered environments that foster active participation, creativity, and problem-solving skills among young learners (Obi & Agbo, 2021).

In primary education, emerging technologies play a crucial role in introducing pupils to digital literacy and enhancing foundational skills in literacy, numeracy, and critical thinking. For instance, interactive whiteboards allow teachers to deliver visually rich lessons, integrate multimedia resources, and make classroom discussions more interactive (Adewale & Akinola, 2021). Similarly, educational mobile applications offer personalized exercises in reading and mathematics, enabling pupils to learn at their own pace. Virtual and augmented reality applications also provide immersive experiences that make abstract concepts easier to understand, such as exploring the solar system or visualizing geometric shapes (Eze & Chinedu, 2022).

Availability of these technologies in schools is the first prerequisite for integration. However, in many developing countries, including Nigeria, the extent to which such technologies are available in primary schools remains limited. Factors such as inadequate funding, poor ICT infrastructure, lack of consistent electricity supply, and low internet connectivity significantly hinder availability (Olawale, 2019). Although some urban schools have adopted digital tools such as projectors and e-learning platforms, rural and public schools still rely heavily on traditional teaching methods, widening the digital divide between learners (Eze & Chinedu, 2022).

Utilization of emerging technologies is equally critical because mere availability does not guarantee effective use for pedagogical purposes. Effective utilization involves integrating these tools into classroom instruction to enhance teaching efficiency and student learning outcomes (Okeke & Nwankwo, 2020). Studies indicate that even when technologies are available, their usage by teachers is often minimal due to inadequate training, low digital competence, and resistance to change (Adewale & Akinola, 2021). Teachers who are not technologically skilled often prefer conventional methods, which undermines the purpose of technology deployment in education (Eze & Chinedu, 2022).

However, the effective utilization of emerging technologies in teaching and learning at the primary school level in particular is not without challenges. Some of the challenges as reported by Philipson (2020), includes lack of technological knowhow, resistance to change, inadequate power supply, lack of access to technologies, among others. Hence, the need to examine the availability and utilization of emerging technologies in teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State.

Statement of the Problem

The integration of emerging technologies into education has become a critical driver for improving teaching and learning processes globally. Technologies such as interactive whiteboards, tablets, digital learning platforms, artificial intelligence (AI), and virtual reality (VR) have demonstrated significant potential to transform instructional delivery, enhance learner engagement, and promote individualized learning experiences.          In developed countries, these technologies are widely deployed to foster 21st-century skills, including creativity, collaboration, and critical thinking, which are essential for learners in a knowledge-driven economy. However, the situation in many developing nations, including Nigeria, reflects a substantial gap in both the availability and utilization of these technologies, particularly at the foundational level of education—primary schools.

Despite the implementation of policies and initiatives aimed at integrating Information and Communication Technology (ICT) into the basic education curriculum, the actual level of deployment of emerging technologies in Nigerian primary schools remains questionable (Obed, 2023). Observations indicate that many primary schools continue to rely predominantly on traditional teaching methods, often due to inadequate technological infrastructure, insufficient funding, erratic electricity supply, and limited internet connectivity. These constraints, coupled with inadequate teacher training and low digital literacy among educators, hinder the effective adoption and pedagogical use of these innovations.

Even in schools where some level of technological infrastructure exists, evidence suggests underutilization by teachers due to factors such as lack of competence, fear of change, and inadequate technical support. This scenario raises a critical concern about whether emerging technologies are truly being leveraged to enhance teaching effectiveness and improve pupils’ learning outcomes in Nigerian primary schools. Failure to address this challenge risks perpetuating an educational divide, limiting pupils’ exposure to digital skills, and undermining their preparedness for a technology-driven global society.

It is against this backdrop that the need arises to investigate the availability and utilization of emerging technologies in teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State.

Purpose of the Study

The main purpose of this study is to examine the availability and utilization of emerging technologies in teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State. Specifically, the study sought to:

1. identify the emerging technologies available for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State.
2. assess the extent to which emerging technologies are used for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State.
3. examine the constraints to the availability and effective utilization of emerging technologies for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State.

Research Questions

The following questions were raised to guide the study:

1. What are the emerging technologies available for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State?
2. To what extent are emerging technologies utilized for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State?
3. What are the constraints to the availability and effective utilization of emerging technologies for teaching and learning in primary schools in Oshimili South Local Government Area of in Delta State?

Significance of the Study

The study could be beneficial to Students, Teachers, School Management, Policy Makers and Future Researchers.

This study is significant to students as it highlights how the availability and utilization of emerging technologies could improve their learning experiences and academic performance. By identifying gaps in technology integration, the findings could create awareness of the benefits of technology-enhanced learning environments, such as interactive learning, personalized instruction, and improved engagement. The study could also emphasize the importance of equipping students with digital skills necessary for thriving in a technology-driven society. Ultimately, it could help provide a foundation for advocating for better access to innovative learning tools that promote creativity and critical thinking among pupils.

The study is equally important to teachers because it could reveal the current level of utilization of emerging technologies in classrooms and highlight areas where professional development is needed. The findings could inform teachers on the role of digital tools in making teaching more effective, interactive, and student-centered. Furthermore, the study could encourage teachers to embrace new technologies and upgrade their digital literacy, thereby enhancing instructional delivery and aligning their teaching methods with global best practices.

For school management, this study could provide valuable insights into the extent of technological resources available in their institutions and their utilization by teachers. This could help administrators identify gaps in infrastructure, training, and policy implementation, enabling them to make informed decisions on resource allocation and technology investment. The study could also guide management in creating strategic plans for integrating emerging technologies into their schools, thereby improving the overall quality of education and competitiveness of their institutions.

The findings of this study could be beneficial to policy makers by providing empirical evidence on the state of emerging technologies in primary education. This could enable them to design and implement policies that promote equitable distribution and effective utilization of technological resources across schools. The study could also serve as a basis for revising existing ICT-in-education policies and initiating teacher training programs that support technology integration, thereby advancing the goals of the National Policy on Education in Nigeria.

This study could serve as a valuable reference for future researchers who wish to explore related topics such as digital pedagogy, ICT integration, and technology-enhanced learning in primary education. It could provide empirical data and theoretical insights that could guide further investigations, particularly in areas such as the impact of specific technologies on student performance or teacher efficiency. By identifying gaps in the current research, this study could also stimulate new inquiries that contribute to the advancement of knowledge in educational technology.

Scope and Delimitation of the Study

This study focuses on the assessment on the availability and utilization of emerging technologies in teaching and learning. The study is delimited to primary schools in Oshimili South Local Government Area of in Delta State with particular reference to kinds of emerging technologies available, extent of utilization and the constraints to the availability and effective utilization. Respondents of the study are public primary school teachers and pupils in Oshimili South Local Government Area of in Delta State.

Pages:  57

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.