Date of Conferral

5-17-2024

Date of Award

May 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Michelle McCraney

Abstract

Challenges to integrating technology into educational institutions pose a significant issue that impacts students’ performance and accomplishments. The research problem addressed through this study was that secondary school physics teachers were challenged to integrate information and communication technology (ICT) in a southwestern state of Nigeria. The purpose of this basic qualitative study was to explore secondary physics teacher perceptions of the factors that challenged ICT integration in the southwestern state of Nigeria, so that schools could be provided with research-deduced recommendations to take informed steps forward toward developing technology-integrated student-centered pedagogies. In this study, the unified theory of acceptance and use of technology served as the conceptual framework. Research questions were rooted in the conceptual framework consisting of four percepts: effort expectancy, performance expectancy, social influences, and facilitating conditions, all of which collectively influence teachers’ adoption of technology in classroom teaching. The subjective sample was comprised of 12 participants who were secondary school physics teachers employed in a single school district. With a basic qualitative approach, data were gathered using an open-ended interview protocol. Subsequently, a thematic analysis of the collected data was conducted, focusing on each of the three research questions. The results of this study indicated how teachers’ experiences and perceptions informed techniques to be adopted for effective ICT integration in physics education, in the target state. The outcomes of the study coupled with the planned professional development session for secondary school physics teachers in technology integration might result in positive change from more teachers integrating technology with efficacy and fidelity.

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