EARLY CHILDHOOD IN-SERVICE TEACHERS’ KNOWLEDGE OF THE USE OF DIGITAL LEARNING TECHNOLOGY IN IBADAN METROPOLIS, OYO STATE, NIGERIA

Abstract

Digital technology has progressively become an important feature of the 21st century early childhood classroom instructional strategy. Sadly, most Nigerian teachers especially those teaching at the early childhood levels are not that digitally literate. This shows that early childhood teachers need the knowledge pertinent for the effective use of digital technology. It is against this background that this study explored early childhood teacher's knowledge of the use of digital technology in the classroom. The study adopted descriptive survey research design. The study covers ten (10) public schools and 10 private schools which were randomly selected from Ibadan North Local Government Area. From of each of the schools, Five (5) teachers were purposively selected as the primary teachers available. One (1) research instrument was used: Early childhood teacher’s knowledge of the use of digital learning technologies questionnaire. Data was analyzed using frequency count, percentage, mean, standard deviation. Findings revealed that teachers’ knowledge of the use of digital technology was high (Mean Average =3.43). Findings also shown that teachers are familiar and often use digital technology such as computer, laptop, learning management system (LMS), multimedia lessons to teach in the class. Struggling to adapt to modern and innovative (x? =2.66), smart board (x? =2.45), government policies (x? =3.16), Culture (x? =3.39), Insufficient funds (x? =3.58), self-efficacy and proficiency (x? =2.86), rapid changes in technology tools (x? =2.65), access to relevant technology tools (x? =2.61) were the challenges to the use of digital technology. Teacher’s knowledge of digital technology affected their usage of digital learning technologies in the classroom. It was recommended that teachers should continue to update their knowledge about the usage of various digital learning technologies. Also, school administrations should make provisions for effective use of digital learning technologies.