FACULTY OF EDUCATION
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Item Situated harmful traditional practices in South-western Nigeria: recent Progress, challenges and lessons for policy engagements(2023) Omoniyi, T. O.; Babalola, S. O.The study examined critical discourse on teachers and students' technology appropriation for classroom engagements (TACE). The study employed descriptive research design while population comprised all public teachers and students in Akinyele Local Government Area of Oyo State, Nigeria. Purposive sampling technique was used to select the participants (300 Students and 60 Teachers) from schools with constant supply of computing facilities. Four scales titled Awareness of TACE (r= 0.98), knowledge of TACE (r= 0.71), perception TACE (r= 0.73), and readiness TACE (r= 0.85) were used in data collection. It was discovered that both the teachers and students were aware of technology/digital tools for classroom engagement, but teachers were not deploying the equipments provided and other online tools. Both had average knowledge of TACE. It was further found that the students were ready for the experience but curtailed by teacher factors and other logistics beyond their capacity. Both the teachers and students had positive perception of technology appropriation for classroom engagements. Result also showed that while students are ready for TACE, teachers are not completely ready. It is recommended that teachers should be encouraged to appropriate teaching and learning technologies for classroom engagementItem Covid-19 and adult learning in Nigeria: can technology help? an exploration of adult literacy facilitators’ perspective(2022-12) Itasanmi, S.; Muibi, T. G.; Adelore, O.The outbreak of COVID-19 and its impact on learning globally cannot be overemphasized. Specifically, the pandemic severely affected adult learning and these further compounded issues bedeviling literacy promotion, especially in developing nations like Nigeria. This study assessed the impact of COVID-19 on adult learning and the place of technologies in facilitating adult learning in Nigeria. A qualitative research method through the lens of the interpretive paradigm was adopted for this study. The study is underpinned by the Theory of Andragogy and the Technology Acceptance Model. An in-depth interview with forty-six adult literacy facilitators across selected states in the country forms the participants of the study. The interview transcript was analyzed using a thematic framework. Findings revealed amongst others that COVID-19 impaired adult learning significantly in Nigeria. There exists a strong belief among literacy facilitators in the country that technologies can be used as an instructional delivery mechanism for learners in adult literacy programmes. Thus, radio, television, and mobile phone ranked 1st, 2nd, and 3rd respectively among suggested technological tools to facilitate adult learning in Nigeria. Based on the findings, it was suggested that there is a need for literacy stakeholders in the country to rethink adult literacy delivery modalities beyond the traditional approach. Also, it is suggested that enabling environment should be provided and familiar technologies such as radio, television and mobile phones should be used with adequate guidance and encouragement to improve learners’ access and participation in literacy programmes. While technology is not the silver bullet that will solve obstacles facing access to and participation in adult literacy programmes, there is a need to explore opportunities in the use of technologies to facilitate adult learning in Nigeria.