JOVA – Journal of Vocational and Adult Education vol. 8. No. 1 pp. 26-38 October, 2013 ISSN: 15951197 © Department of Vocational and Adult Education Nnamdi Azikiwe Unversity Awka
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PEDAGOGICAL INFORMATION & COMMUNICATION TECHNOLOGY COMPETENCIES NEEDED BY TERTIARY TECHNICAL TEACHERS IN SOUTH EAST NIGERIA
By Prof. T. I. Eze & Okorafor, A. O.
Nnamdi Azikiwe University, Awka Emails: : [email protected]
Abstract The rapid proliferation of information and communication technology (ICT) has placed new demands on competencies needed to fully and efficiently participate and progress in the new information society. This is posing new challenge to Technical Education in training productive workforce to respond to the realities of the new information society. Technical education trains and develops manpower in quantity and quality to meet societal needs and contributes to national development. The technical teacher is a major actor in achieving this goal. The question then is what ICT competencies related to their pedagogical functions, must they acquire to face these challenges squarely? This study was therefore designed to determine pedagogical ICT competencies needed by tertiary technical teachers (TTT) in South-East Nigeria (SEN). The study adopted a survey research design and was guided by two research questions and four null hypotheses. A structured questionnaire was used for data collection. The reliability coefficient of the instrument was 0.73, established using the Cronbach Alpha coefficient reliability test; while three experts did the face and content validation. Mean was used to answer the research questions. Null hypotheses 1 and 2 were tested with Analysis of Variance. Null hypothesis 3 and 4 were tested with Z-test. It was found that TTT needed:
i. Teaching based ICT competencies ii. Computer operation competencies
Also it was found that neither gender nor type of tertiary technical institution has significant effect on TTT’s pedagogical ICT competency needs. It was recommended that technical teacher’s curriculum be reviewed to incorporate the relevant ICT competencies that will meet the teachers’ needs for their professional tasks.
Keywords: Pedagogy, Information and Communication Technology, Competence, tertiary technical teacher Introduction
The rapid proliferation of information and communication technology (ICT) has landed
the world into a new era variously known as the era of globalization, information
society, knowledge economy and networked society. ICTs have become so ubiquitous in
our daily lives, that sometimes people may not even be aware of their presence. Yet we
are totally dependent on their services (Salajan, 2007). The global knowledge economy
is transforming the demands of the labor market into complex set of skills. Meeting the
JOVA – Journal of Vocational and Adult Education vol. 8. No. 1 pp. 26-38 October, 2013 ISSN: 15951197 © Department of Vocational and Adult Education Nnamdi Azikiwe Unversity Awka
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challenges of the new economy demands citizens to develop ability to construct,
deconstruct, co-construct and reconstruct meaning efficiently.
Most modern offices and industries have become automated, providing new and
alternative ways to perform daily business activities (Okwuanaso, 2004). The emphasis
is now on factory automation, enterprise resource planning, paperless trading and
electronic commerce. All these sophisticated business mechanisms, according to
Koanantakool (2003) require the existence of computer on every desk, the inter-
connection to the Internet and properly planned business process supported by a large
computer system (i.e ICT). Defining ICT the Federal Register cited in has it that ICT
refers to:
any equipment or interconnected system or subsystem of equipment that is used in the management, movement, control display, switching, interchange, transmission or reception of data or information processing and electronic communications to be handled by ICT experts, who are equipped with capabilities that will maximally utilize ICT for the improvement of society (Onyebuchi, 2005: 319)
Changes spurred by ICT is of great importance to technical education program in
supporting workforce development. The vision of technical education is to train and
develop manpower in quantity and quality to meet societal needs and to contribute to
national development. Its principles and philosophies are such that its graduates would
live and contribute effectively to socio-economic development. Thus in order to ensure
that technical education remains valuable to the educational system, its programs must
continue to be enriched to prepare students for the workforce and society. Obviously,
skilled technicians and technologists are critical in meeting the challenges of a
technology-driven economy, which runs in tandem with the rest of the world’s
economies.
Akubuilo and Obayi (2009) agreed that there is need to brace up to the new
challenges and systems of education through proper management and use of ICT in
JOVA – Journal of Vocational and Adult Education vol. 8. No. 1 pp. 26-38 October, 2013 ISSN: 15951197 © Department of Vocational and Adult Education Nnamdi Azikiwe Unversity Awka
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skill-oriented subjects. This is particularly important to create qualitative opportunities
for acquiring employable skills, new technical competencies and problem-solving skills
through a refocused technical education system. Hence, the new emphasis on technical
education system embodying ICT must be streamlined to respond to the realities of the
South-East States situation, and that of Nigeria at large. Thus in this era of ICT, it could
be suggested that Technical Education must train students that are;
Knowledgeable with highly tuned thinking skills
Able to use technology and new resources optimally
Able to combine creativity and innovation effectively and
Having a diversity of skills and knowledge in the use of technology.
This calls for the integration of ICT into the Technical education curriculum,
which in turn demands for changes in the pedagogical role of the technical teacher. The
Council on Learning Technologies (1998: 1) affirmed “as these fundamental changes
evolve, corresponding changes are also occurring in public expectations of education
and training systems”. UNESCO (2002) also noted that teacher education programs
have not been unaffected by the penetrating influence of ICT. It is well understood that
university graduates regardless of discipline must have appropriate ICT competencies
to function and be employable in the modern world (Department of Education Training
and Youth Affairs-DETYA, 2000).
To achieve good ICT implementation/practice in technical education, there is
need to break down the false dichotomy existing between pedagogy and ICT. Pedagogy
is the art and science of instructional delivery. ICT should be seen as tools to enhance
pedagogy rather than taking the pedagogical role of the teacher. This is feasible when
teachers develop skills and appropriate knowledge for using and integrating ICT in an
appropriate manner. To live, learn and work successfully in an information-rich and
knowledge-based society, teachers must utilize ICT effectively. It is also becoming a
JOVA – Journal of Vocational and Adult Education vol. 8. No. 1 pp. 26-38 October, 2013 ISSN: 15951197 © Department of Vocational and Adult Education Nnamdi Azikiwe Unversity Awka
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widely held professional perception (Robinson & Latchem, 2003), that ICT has an
important role to play as tools for instruction across most aspects of the school
curriculum. Therefore, developing ICT competence of tertiary technical teachers to
enhance their pedagogical function is of great importance.
The growing concern in developing pedagogical ICT skills of tertiary technical
teachers can mean the integration of ICT in pedagogical practices. The role of ICT in
education and the ability of teachers to develop their competencies accordingly have to
be seen as timely and aptly. Therefore tertiary technical teachers should stay abreast of
changing technologies and current opportunities. Tertiary technical teachers are those
teaching technical courses in colleges of education (technical), polytechnics and
vocational technical education departments in the universities. They must continue to
value ICT and seek ways to connect programs and manage instruction with appropriate
ICT. Teachers’ ICT competence is essential if the teachers are to be successful
instructional leaders as they must use and transfer this competency to their students.
Akudolu (2006) wrote that the numerous benefits of ICT can only be realized
when teachers who still remain the key to learning have developed the necessary
pedagogical competencies for instructional use of ICT. As rightly stated in National
Policy on Education (Federal Government of Nigeria, 2004), no educational system rises
above the quality of its teachers, as teachers’ competencies are fundamental delivery
mechanisms for effective implementation of any educational program. In the words of
Jones (2003:3), “no matter what educational system mandate, in the end, effective
learning is very dependent on the will and competence of the teacher”.
Teaching is becoming more challenging as knowledge expands rapidly. This
demands that teachers learn how to use ICT in their teaching. How far tertiary technical
teachers can cope with these new demands depend a lot on their ability to master ICT
JOVA – Journal of Vocational and Adult Education vol. 8. No. 1 pp. 26-38 October, 2013 ISSN: 15951197 © Department of Vocational and Adult Education Nnamdi Azikiwe Unversity Awka
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efficiently and make most out of the possibilities ICT offers to learners. Being prepared
to use ICT and knowing how it can support students’ learning must become integral
skills in every teacher’s professional repertoire. Schools and classrooms must have
teachers who are skilled in technology and can effectively teach the necessary subject
matter content while employing ICT.
Upon this background, this study investigated pedagogical ICT competencies
needed by tertiary technical teachers in order to meet the challenges of education in the
information society.
Statement of the Problem
ICT is causing a revolution and if any education sector does not join, it will not only be
old-fashioned, but, in a few years, it will be out of competition in the educational market
(Busstra, 2002). The successful integration of ICT into the (technical education)
classroom will depend on the ability of (tertiary technical) teachers to develop
innovative ways of using technology to enhance the learning environment (UNESCO,
2008). The concern thus is on what new knowledge and skills tertiary technical
teachers must imbibe in order to face squarely the challenges presented by ICT in
performing their pedagogical function. Thus the problem of this study is centered on
searching for ICT pedagogical competencies needed by tertiary technical teachers, so
that they will be in the best position to effectively use the ICT hardware and software
that are available in the schools.
Research Questions
1. To what extent are teaching based ICT competencies needed by tertiary
technical teachers (TTT) in South-East Nigeria (SEN)?
2. To what extent are computer operation competencies needed by TTT in SEN?
Research Hypotheses
Four null hypotheses were tested at .05 significant levels as follows.
JOVA – Journal of Vocational and Adult Education vol. 8. No. 1 pp. 26-38 October, 2013 ISSN: 15951197 © Department of Vocational and Adult Education Nnamdi Azikiwe Unversity Awka
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There is no significant difference in the mean ratings of:
1. TTTs from the Universities, polytechnics, and colleges of Education (Technical)
on teaching based ICT competencies needed by TTTs in SEN.
2. TTTs from the Universities, polytechnics, and colleges of Education (Technical)
on computer operation competencies needed by TTTs in SEN.
3. Male and female TTTs on computer operation competencies needed by TTTs in
SEN.
4. Male and female TTTs on Teaching based ICT Competencies needed by TTTs in SEN.
Method
Survey design was adopted for the study. The study used questionnaire to sample
opinions of tertiary technical teachers (TTT) on pedagogical ICT competencies needed
by TTT in South East Nigeria (SEN). The study covered all tertiary technical institutions
in South East Nigeria, which comprised of three Colleges of Education Technical (CET),
six Polytechnics and four Universities (which offer Technical Education). The
population constituted all technical teachers in the tertiary technical institutions. There
were 35 technical teachers in the four universities, 81 technical teachers in the six
polytechnics and 29 technical teachers in the three CET, totaling 145 technical teachers.
There was no sampling, as the researchers were able to study the whole population.
The instrument was a structured questionnaire. It had two sections: A dealt on
demographic data while B addressed the research questions with 38 items rated on a
four point scale. The instrument was validated for face and content validity by three
experts from Nnamdi Azikiwe University Awka. The reliability of the instrument was
established using Cronbach Alpha, and it had a reliability coefficient of 0.73. The
instrument was administered by hand by the researchers with the help of three
research assistants. Out of 145 questionnaires administered, 126 were completed and
returned. The data collected were analyzed using arithmetic mean for answering the
two research questions. Analysis of Variance was used for testing null hypotheses 1 and
2 while Z-test was used in testing the null hypotheses 3 and 4. All the hypotheses were
tested at 0.05 level of significance.
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Result
Table 1: Tertiary Technical Teachers’ Extent of need of Teaching based ICT Competencies Table 1 hierarchically illustrates the extent of need of the teaching based ICT
competencies by the TTT, using mean ratings. The table shows that employing digital
devices and strategies during instruction is the most needed teaching based ICT
competencies with a mean of 3.63. Except items 13, 14, 15 and 16, all other items scored
above the average mean, indicating acceptance.
SN Teaching based ICT Competencies
Hig
hly
N
ee
de
d
Ne
ed
ed
Fa
irly
N
ee
de
d
No
t N
ee
de
d
Mean
( X )
Decision
1 Employ digital devices and strategies during instruction (e.g multi media presentations, electronic whiteboard, video conferencing, pedagogical websites)
64 38 25 0 3.63 Needed
2 Access online research and best practices 59 60 7 0 3.42 Needed 3 Use e-class software for students’ assessment by
creating classes, posting assignments and entering scores
67 34 20 5 3.29 Needed
4 Electronically create learning materials and distribute materials to multiple PCs in a single action.
60 42 21 3 3.27 Needed
5 Select and evaluate subject specific software 50 59 15 2 3.24 Needed 6 Electronically produce reports, import rosters and
export grades 48 58 16 4 3.19 Needed
7 Disable data transfer, deleting or editing by students 35 59 32 0 3.03 Needed 8 Power on/off or log in/off all classroom computers
remotely i.e from the teacher’s PC 44 38 25 19 2.85 Needed
9 Establish subject specific virtual learning environment
18 73 33 3 2.84 Needed
10 Conduct/participate in online professional/lifelong learning, online forums and communities
34 52 24 16 2.82 Needed
11 Set students PCs to view teacher’s activities 18 69 25 14 2.72 Needed 12 Remotely regulate students’ access and use of their
PCs when instructing (blank students’ screens, lock mouse and keyboard)
19 34 68 5 2.53 Needed
13 Electronically monitor students’ progress in meeting objectives and keep track of their performances
21 38 42 25 2.44 Not Needed
14 Create and use layouts such that teacher’s PC represents the physical layout of the classroom
18 25 75 8 2.42 Not Needed
15 Monitor and remote control students’ access to hardware – printer and scanner
14 25 66 21 2.25 Not Needed
16 Write subject specific application programs 11 35 46 34 2.19 Not Needed
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Table 2: Tertiary Technical Teachers’ Extent of need of Computer Operation Competencies
SN Computer Operation Competencies
Hig
hly
N
ee
de
d
Ne
ed
ed
F
air
ly
Ne
ed
ed
N
ot
Ne
ed
ed
Mean ( X )
Decision
17 Effective use of Computer Aided Design eg. AutoCAD. ArchiCAD,
78 42 6 0 3.57 Needed
18 Start up and shut down computer 53 71 2 o 3.40 Needed 19 Effective use of Presentation software e.g. MS
PowerPoint 59 59 5 3 3.39 Needed
20 Effective use of Word processor e.g. MS word, word perfect
59 57 7 3 3.32 Needed
21 Start an application, Create and Save document using save and save as command
59 47 20 0 3.31 Needed
22 Recognize different file types and adjust file format for easy exchange
42 42 39 4 3.29 Needed
23 Install and upgrade an application 53 45 25 3 3.18 Needed 24 Effective use of Databases eg. Microsoft Access 49 48 25 4 3.13 Needed 25 Identify and use icons, windows and menus 45 50 28 3 3.10 Needed 26 Insert and eject external storage drives (floppy, flash,
CD Rom) 52 39 32 4 3.10 Needed
27 Copy from hard disk to external storage drives and vice versa
50 39 33 4 3.08 Needed
28 Effective use of Graphics design eg. Corel Draw, Adobe illustrator
42 59 19 6 3.08 Needed
29 Initialized, name/rename storage devices and folders 45 43 32 6 3.01 Needed 30 Effective use of Computer Aided Manufacturing
(CAM) 29 69 23 5 2.97 Needed
31 Connect and install peripheral devices (printer, scanner, etc)
28 73 16 9 2.95 Needed
32 Make backup copies of key applications and documents
9 71 37 9 2.93 Needed
33 Setup system computer (CPU, monitor, keyboard and mouse
18 78 26 4 2.87 Needed
34 Use printing options 40 35 43 8 2.86 Needed 35 Effective use of Control technology/robotics 32 53 30 11 2.83 Needed 36 Effective use of Spreadsheets eg. MS excel, Multiplan,
super Calc 35 49 25 17 2.82 Needed
37 Effective use of Desktop Publisher eg MS publisher, Ventura publisher, Adobe PageMaker
25 48 48 5 2.74 Needed
38 Use self help resources to diagnose and correct common hardware problems
30 35 29 32 2.51 Needed
Table 2 depicts the extent of need of computer operation competencies by TTT in
order of highest needed competencies to least needed competencies using mean ratings
as the criteria. It could be observed that all computer operation competencies scored
above the average mean of acceptance (i.e 2.50); showing that they are all needed skills
by tertiary technical teachers.
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Table 3: Analysis of Variance Test for Comparing Mean Ratings of University, Polytechnic and COE(T) Technical Teachers on Teaching based ICT competency Needs. Source of Variance Df Sum of
squares Mean squares
α- level
F-crit
F- cal. decision
Between groups 2 10.11 3.37 0.05 3.07 *0.062
Ho1
Retained Within groups 123 6698.32 5.46 Total 125 6708.43
*Non-significant Table 3 is the summary of the Analysis of Variance test that tested Ho1. The analysis
shows that there is no significant difference among the mean ratings of tertiary
technical teachers (TTT) from the three types of tertiary technical institutions. This is
because the calculated F-ratio (0.062) is less than the table (critical) F-ratio (3.07),
tested at 0.05 level of significance and degree of freedom 2 and 123 for numerator and
denominator respectively. As a result, the null hypothesis is retained.
Table 4: Analysis of Variance Test for Comparing Data Obtained from TTT from the University, Polytechnic, and COE(T) on Computer Operation Competencies Needed by TTT. Source of Variance
df Sum of Square
Mean Square
α-level
F-cal F-crit decision
Between groups 2 76.29 38.145 0.05 *0.491 3.07
Ho2
retained
Within groups 123 9563.42 77.75
Total 125 9639.71 *Non-significant
The analysis summarized in table 4 shows that there is no significant difference among
the mean ratings of TTT from the three types of tertiary technical institutions
concerning computer operation competencies needed by TTT. This conclusion is drawn
from the fact that the calculated F-ratio (0.491) is less than the critical F-ratio (3.07),
tested at 0.05 level of significance with degree of freedom 2 and 123 for numerator and
denominator respectively. Hence null hypothesis two Ho2 is retained.
Table 5: Z-test of Difference between the Mean Responses of Male and Female TTT on Computer OperationCompetencies Needed by TTT. Sex Mean SD N df Standard
erorr α -level
Z-cal Z-crit
Decision
Male 58.87 8.99 102 124 1.82 0.05 *0.434 1.960 Don’t reject Ho3 Female 58.09 7.78 24
*Non-significant
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The Z-test analysis summarized in Table 5 reveals that there is no significant
difference between the mean ratings of male and female tertiary technical teachers as
regards the computer operation skills needed by TTT. Tested at 0.05 α –level and
degree of freedom 124, the calculated Z value (0.434) is less than the critical Z value
(1.960). This led to the decision that the null hypothesis should not be rejected.
Table 6: Z-test of Difference between the Mean Responses of Male and Female TTT on Teaching based Competencies Needed by TTT. Sex Mean SD N df Standard
error α -level
Z-cal Z-crit
Decision
Male 42.824 6.97 102 124 1.8424 0.05 *1.045 1.960 Don’t reject Ho3 Female 44.75 8.37 24
*Non-significant The Z-test analysis summarized in Table 6 reveals that there is no significant difference
between the mean ratings of male and female tertiary technical teachers as regards the
Teaching based ICT competencies needed by TTT. Tested at 0.05 α –level and degree of
freedom 124, the calculated Z value (1.045) is less than the critical Z value (1.960). This
led to the decision that the null hypothesis should not be rejected.
Discussion of Result
It was revealed in this study that among the tertiary technical teaching based ICT
competencies, the most needed were to employ digital devices and strategies during
instruction. The next was accessing online research and best practices. The studies of
Akudolu (2006) and Government of Western Australia (2005) had similar findings. Also
to use e-class software and electronically create learning materials were among the top
scoring items. This supports the findings of Rowand (2000) that using ICT to create
learning materials was the largest use for which teachers tend to put ICT. The
competencies considered less important were to monitor students’ progress
electronically, use classroom layout on teacher’s PC, and regulate students’ access to
hardware and write subject specific software programs. The findings of this study
JOVA – Journal of Vocational and Adult Education vol. 8. No. 1 pp. 26-38 October, 2013 ISSN: 15951197 © Department of Vocational and Adult Education Nnamdi Azikiwe Unversity Awka
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therefore indicated that TTT are interested in developing ICT competencies relevant to
performing their professional tasks.
All computer operation competencies are needed by TTT, with effective use of
computer aided design scoring highest mean (3.57). This is a clear indication that
drafting and design skills are core technical skills needed by every technical teacher.
More than half of the competencies in computer operation scored above 3.00 mean.
This indicates that TTT need this category of ICT competencies to a high extent. This
result is not surprising since computer operation skills are pre-requisite to acquiring
other ICT competencies. Almas and Nilsen (2006) observed that technical skills were
the first step to acquire knowledge about ICT. Gulbahar and Guven (2008) found that
the main barrier to technology implementation is insufficiency of teachers’ technical
knowledge to prepare materials based on technology. The study of Williams, Wilson,
Richardson, Tuson and Coles (1998) revealed that even where teachers have firm ideas
of how technology can be applied in the classroom, they were held back by lack of
technical skills and knowledge. However the study of Saud (2005) identified computer
operating skills as the lowest computer technology educational needs of Malaysia
vocational and technical teachers. It is possible that technical teachers in Malaysia
already possess these skills, so they need more advanced skills in ICT; whereas
technical teachers in Nigeria are yet to get acquainted with the rudiments of ICT (i.e.
computer operation skills).
Actually, in practice the focus is on operation skills. The ultimate aim may be the
effective use of ICT in teaching and learning, yet there is need that teachers be able to
use the ICT devices (mostly computer) confidently and efficiently, before they will be
able to apply the devices to instructional context. Ulicsak and Owen (2003) observed
that the emphasis tend to focus more on how to use ICT rather than how technology can
JOVA – Journal of Vocational and Adult Education vol. 8. No. 1 pp. 26-38 October, 2013 ISSN: 15951197 © Department of Vocational and Adult Education Nnamdi Azikiwe Unversity Awka
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be used to model and transform an activity. They noted that even in Germany where the
emphasis is shifting to project-oriented education, such that students can use ICT to
model and reflect on problems, operating skills are taught first, then weeks or months
later the role of ICT in the wider context is addressed. This portrays how important
computer operation skills are as they form bases for further development in ICT skills.
Furthermore, the analysis revealed that the type of tertiary technical institution (be it
University, Polytechnic or College of Education Technical), has no significant effect on
TTT need for teaching based ICT competencies and that of computer operation
competencies. Similar studies conducted by Government of Western Australia (2005)
and Williams (1998) were done with primary and secondary schools. They found
significant difference between the two levels of educational institutions. But this study
did not find any significant difference among the three types of technical institutions.
This may be because the TTT are all in higher level of education and there is not much
difference in the task they perform.
Also the study established that sex is not a significant factor for the computer operation
and teaching based ICT competencies needed by TTT. This disagrees with the opinion
and findings of some researchers who maintained that females are technophobia and
men technopholic (Samak, 2006; Sadik, 2005). From the findings of this study it was
revealed that both female and male TTT have equally the need for computer operation
competencies. Again the setting (Nigeria in Africa), where this study was conducted
could account for this difference in the findings, particularly as male and females in
Nigeria equally pursue courses in technology.
Conclusion
It is concluded that tertiary technical teachers are aware of the changes spur by ICT in
the technical education curriculum. As a result they are in need of ICT competencies
JOVA – Journal of Vocational and Adult Education vol. 8. No. 1 pp. 26-38 October, 2013 ISSN: 15951197 © Department of Vocational and Adult Education Nnamdi Azikiwe Unversity Awka
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that will enable them keep abreast of the technological development of the new
information society, so as to meets its demands educationally. This has to do with the
ICT skills that will empower them to tap the potentials of ICT in enhancing their
pedagogical functions. More so, irrespective of the gender or the type to technical
education institution where the technical teacher is working, they need these
pedagogical ICT competencies.
Recommendations
Base on the findings of the study the following recommendations were made.
1. Technical teachers’ preparatory programs/curriculum should be reviewed so
that the relevant ICT competencies that will meet the needs of the technical
teachers as well as the demands of the knowledge economy will be incorporated.
2. ICT should be a compulsory course in all technical teacher preparatory
programs.
3. Technical teachers should be helped and encouraged through in service
educational activities to become competent in and receptive to ICT
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