ABSTRACT
The integration of digital teaching tools and technologies has become increasingly significant in the education sector, offering new opportunities for teacher development and enhancing the effectiveness of instructional delivery. This study aims to investigate the effect and relevance of digital teaching as a correlate to teacher professional growth and performance in Edo State, Nigeria. The focus is on understanding how digital tools and platforms contribute to teachers' professional competencies, enhance their instructional methods, and influence overall classroom outcomes.
The study adopts a mixed-methods approach, utilizing both quantitative and qualitative data to examine the relationship between digital teaching practices and teachers' professional growth. A survey was conducted among a representative sample of teachers in Edo State, while in-depth interviews provided additional insights into teachers' experiences and perceptions regarding digital teaching. Key factors explored include access to digital tools, teachers' attitudes toward adopting technology, and the role of professional development programs in equipping teachers with the necessary skills.
Findings reveal that digital teaching has a positive impact on teacher performance by improving their ability to deliver engaging lessons, diversify instructional methods, and effectively manage student engagement. Teachers who regularly use digital tools reported increased confidence in their teaching abilities and a better understanding of subject matter due to access to diverse resources. Furthermore, the study highlights the relevance of continuous professional development in ensuring that teachers stay abreast of evolving digital technologies and their applications in the classroom.
However, challenges such as inadequate access to digital infrastructure, insufficient training, and resistance to change were identified as barriers to the effective adoption of digital teaching in Edo State. Despite these challenges, the study emphasizes the need for enhanced support systems, such as targeted professional development programs and investments in digital infrastructure, to foster an enabling environment for digital teaching.
In conclusion, the relevance of digital teaching in promoting teacher professional growth and enhancing performance is evident from the findings of this study. By addressing the challenges and providing necessary resources, educational stakeholders in Edo State can significantly improve the quality of teaching and learning. This research contributes to understanding the dynamics of digital teaching and offers recommendations for integrating technology into teacher development initiatives to maximize its impact on education.
TABLE OF CONTENTS
ABSTRACT. ii
TABLE OF CONTENTS. iv
CHAPTER ONE. 1
INTRODUCTION. 1
1.1 Background to the Study. 1
1.2 Statement of the Problem.. 3
1.3 Objectives of the Study. 5
1.4 Research Questions. 5
1.5 Research Hypothesis. 6
1.6 Significance of the Study. 6
1.7 Scope of the Study. 7
1.8 Limitations of the Study. 7
1.9 Organization of the Study. 7
1.10 Definition of Terms. 8
CHAPTER TWO.. 11
REVIEW OF RELATED LITERATURE. 11
2.1 Introduction. 11
2.2 Theoretical Review.. 11
2.2.1 Technological Pedagogical Content Knowledge (TPACK) Theory 11
2.2.2 Constructivist Learning Theory. 12
2.2.3 Communities of Practice (CoP) Theory. 12
2.2.4 Self-Determination Theory (SDT) 12
2.3 Conceptual Review.. 13
2.3.1 Overview.. 13
2.3.2 The Rise of Digital Teaching. 13
2.3.3 Professional Development in the Digital Age. 14
2.3.4 Enhancing Teaching Skills Through Digital Tools. 14
2.3.5 The Role of Collaboration. 15
2.3.6 Impact on Student Engagement 15
2.3.7 Challenges of Digital Teaching. 15
2.3.8 Assessment and Feedback. 16
2.3.9 The Importance of Lifelong Learning. 16
2.4 Empirical Review.. 16
2.5 Summary of Literature Review.. 19
CHAPTER THREE. 20
RESEARCH METHODOLOGY. 20
3.1 Introduction. 20
3.2 Research Design. 20
3.3 Population of the Study. 20
3.4 Sample Size and Sampling Technique. 21
3.5 Research Instruments. 22
3.6 Validity and Reliability of the Instrument 22
3.7 Data Collection Procedure. 23
3.8 Method of Data Analysis. 23
3.9 Ethical Considerations. 24
3.10 Scope and Limitations of the Study. 24
3.11 Summary. 24
CHAPTER FOUR. 25
DATA ANALYSIS AND INTERPRETATION. 25
4.1 Preamble. 25
4.2 Socio-Demographic Characteristics of Respondents. 25
4.3 Analysis of the Respondents’ Views on Research Question one: 30
4.4 Research Hypothesis. 43
4.5 Discussion of Findings. 45
CHAPTER FIVE. 50
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS 50
5.1 Summary of Findings. 50
REFERENCES. 53
APPENDICES. 56
APPENDIX I: RESEARCH QUESTIONNAIRE. 56
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The integration of digital technologies is leading to significant change in the education sector as part of the currently accelerating digital transformation. The basis of this paradigm shift, which reflects global trends, is a series of digitalization initiatives in education aimed at improving the teaching and learning process. At the heart of the digital revolution in higher education is a comprehensive redefinition of the role of the university teacher, who has transformed from his traditional role of lecturer to that of a leader in knowledge transfer. This role enables the academic to utilize a range of digital pedagogical tools to enhance the learning environment.
This change requires a reassessment of pedagogical methods and highlights the indispensable role of digital communication skills (Basilotta-Gómez-Pablos et al., 2022).
This study is an empirical research project that aims to systematically investigate and evaluate the impact of digital communication of university teachers teaching skills on teaching quality, positioning in the field of educational technology. By employing quantitative data analysis, this study aims to clarify the research methodologies and objectives by bridging the gap between digital teaching practices and more general educational theories.
This redefinition of the role of the teacher in the context of rapid digitalization is not an isolated phenomenon; rather, it is a direct response to the penetration of digital technologies in the global education sector.
Teachers are now collaborators in the learning experiences of students and technology practitioners rather than just one-sided providers of information (Freire, 1970). The use of technology in the classroom has changed the way of teaching and encouraged teachers to pursue lifelong learning. Teachers who use digital technologies are encouraged to connect with their colleagues on various platforms, engage in ongoing professional development, and improve their teaching skills. This shows why it is important to understand how digital teaching affects teachers and their teaching methods.
According to Tondeur et al. (2020) teachers' use of digital materials often leads to more reflective practices. This improves learning outcomes and increases student engagement. In addition, digital platforms facilitate teacher collaboration by enabling the exchange of knowledge and best practices (Wang et al., 2021). By encouraging educators to experiment and modify their methods, this partnership promotes professional development and fosters a sense of community. Additionally, Hattie's (2019) meta-analysis shows that technology-enabled instruction can significantly improve student learning outcomes. These improvements also have a positive effect on teacher performance ratings. According to Zhao and Frank (2022), educators who successfully integrate digital resources report higher job satisfaction and a sense of efficacy. Through this encouraging feedback, teachers are encouraged to seek further professional development opportunities, reinforcing the cycle of improvement and better performance.
Finally, it is important to recognize the difficulties associated with digital education, as not all educators may have equal access to training or resources. Research by Ertmer and Ottenbreit-Leftwich (2019) shows that optimizing the benefits of digital teaching requires addressing challenges including a lack of technical support and inadequate training.As the education sector continues to evolve, it is more important than ever to understand the connections between professional development, teacher performance and digital teaching. By addressing these issues and fostering a welcoming environment for integrating technology, schools can provide teachers with meaningful professional development and ultimately raise teaching standards (Graham et al., 2023).Top of Form
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1.2 Statement of the Problem
The integration of digital teaching tools in educational settings has become increasingly prevalent, yet the specific impact of these technologies on teacher professional growth and performance remains inadequately explored. While numerous studies advocate for the benefits of digital teaching, including enhanced engagement and access to resources, there is a need for a comprehensive understanding of how these tools correlate with educators' development and effectiveness in the classroom.
Research by Tondeur et al. (2020) suggests that while some teachers adapt seamlessly to digital platforms, others struggle due to varying levels of technical proficiency and support. This inconsistency raises critical questions about the effectiveness of digital teaching as a catalyst for professional growth and whether it genuinely translates into improved teaching performance.
Moreover, the challenges associated with the implementation of digital teaching can hinder the potential benefits for teacher professional development. Factors such as inadequate training, lack of institutional support, and resistance to change can impede the integration of technology in teaching practices (Ertmer & Ottenbreit-Leftwich, 2019). As educators navigate these challenges, understanding the nuances of digital teaching's relevance becomes essential for fostering an environment conducive to professional growth. Without a clear examination of these dynamics, educational stakeholders may miss opportunities to enhance teacher performance and ultimately improve student outcomes. Thus, this study aims to address the gap in literature concerning the correlation between digital teaching practices and teacher development, emphasizing the need for targeted interventions and support mechanisms in educational institutions.Top of Form
Bottom of Form
1.3 Objectives of the Study
The main objective of the study is to examine the effect or relevance of digital teaching as correlate on teacher professional growth and performance. Specific objectives of the study are:
- To investigate the extent to which digital teaching tools and resources are utilized by teachers in Nigeria.
- To examine the relationship between digital teaching skills and teacher professional growth.
- To evaluate the correlation between digital teaching practices and student learning outcomes.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- What is the current state of digital teaching adoption among teachers in Nigeria, and what factors influence their usage of these tools?
- How do digital teaching skills contribute to teacher professional growth, and what challenges do teachers face in acquiring these skills?
- Is there a significant correlation between the use of digital teaching tools and student learning outcomes, and if so, what specific strategies or practices are most effective?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant effect of digital teaching on teacher professional growth and performance.
Any observed changes in professional growth and performance can be attributed to chance rather than the use of digital teaching methods.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analyzed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organizations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Edo State. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
1.10 Definition of Terms
1. Digital Teaching
The integration of digital tools and resources in the instructional process, encompassing online teaching, blended learning, and the use of educational technologies to enhance student engagement and learning outcomes.
2. Teacher Professional Growth
The continuous process of acquiring new skills, knowledge, and competencies through formal training, informal learning experiences, and reflective practice, aimed at improving teaching effectiveness and student achievement.
3. Performance Metrics
Quantitative and qualitative measures used to evaluate a teacher’s effectiveness, including student performance data, classroom management, instructional strategies, and professional development participation.
4. Blended Learning
An educational approach that combines traditional face-to-face classroom methods with online learning experiences, allowing for a more personalized and flexible teaching and learning environment.
5. Educational Technology
The use of digital tools, software, and resources designed to facilitate learning, enhance teaching methodologies, and improve administrative processes within educational settings.
6. Reflective Practice
A self-assessment process in which educators critically analyze their teaching experiences and decisions to foster continuous improvement and professional development.
7. Collaborative Learning
An instructional strategy where teachers engage in shared learning experiences, often facilitated by digital platforms, promoting the exchange of ideas and collective problem-solving to enhance professional growth.
