Developing a Framework that Supports the Integration of Learning Technologies in Primary Education in Nigeria

  • Rubie Ngutor Targema-Takema

Student thesis: Doctoral Thesis

Abstract

Abstract
Technology integration in education has remained a topic of discussion across the world since the discovery of the benefits technology brings to education. Various tools and models have been developed to aid the process of integration and while some have been successful practically, others have only been seen in theory. There has been little evidence of technology integration models developed and adapted to the low- and middle-income country (LMIC) contexts due to some of the peculiar developmental, institutional, and governmental differences in these contexts. There has also been limited evidence of developed technology integration models backed by existing learning and technology theories.
The study aimed to develop a framework that supports the integration of learning technologies in primary education in Nigeria using underpinning learning and technology theories, and an evaluation change tool. The Theory of Change (ToC) was found to be a suitable change tool that guided the process of development because it is an outcome-based approach that tends to implementation and evaluation of change processes in complex contexts such as the context of this study.
This mixed-methods research examined the methods of integrating technology in Nigerian private primary education system. The supporting research questions examines the barriers to technology integration and probes the existing models used in supporting technology integration. Three Theory of change maps were developed through the process of probing and analysing the current means of integrating technology in Nigerian primary education. The first map is the initial theory of change developed from secondary data through a review of conceptual and empirical studies, the second map was developed after engaging stakeholders through a questionnaire and interviews, which included educators across five selected schools in Abuja, Nigeria. The last map was developed as an adaptable version that could be implemented by any educational institutions looking to evaluate and analyse their current processes with technology integration.
This study proved useful in driving dialogue among the educators and served as a lens for reflection. Future educational institutions in LMICs seeking to drive change in technology integration in primary education can adapt the findings of this research to their contexts with necessary modifications based on their differences. Further work is needed to explore technology integration models in other Low- and Middle-Income Countries asides Nigeria and evaluation in the public schooling system.
Date of Award10 Jun 2024
Original languageEnglish
SupervisorChristina Johanna Fitch (Supervisor), Omobolanle Omisade (Supervisor) & Petronella Beukman (Supervisor)

Cite this

'