Pre-Service Teacher Education and Technology Integration amid COVID-19 Pandemic in Colleges of Education
- February 10, 2021
- Posted by: RSIS Team
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue I, January 2021 | ISSN 2454–6186
Dr. Aina, Jacob Kola1; Ayodele, Michael Olu2; AremuRauf Adekunle3
1,2,3School of Science Education
Kwara State College of Education (Tech.)
Lafaigi, Nigeria.
Abstract
The paper focuses on integrating technologies for instruction in pre-service teacher education during the COVID-19 pandemic in Nigerian Colleges of Education. The emergence of COVID-19 occasioned the shifting paradigm of teaching in schools worldwide to online methods. The script discussed that pre-service teachers in Nigerian Colleges of Education is facing the challenge of integrating technologies into classroom instruction.The article stressed the importance of ICT to achieve quality pre-service teacher education in Colleges of Education. Integrating technologies into pre-service teacher education and the challenges COVID-19 poses to pre-service teacher education was discussed. The author averred that mobile learning through WhatsApp, Facebook, YouTube, and Google Classroom during the COVID-19 would provide sustained education. The conclusion was that teachers and students should explore mobile learning’s full benefits through WhatsApp Instant Messaging, Facebook, YouTube, and Google Classroom during the pandemic.
Keywords: COVID-19, social distancing, technology, mobile learning, Google Classroom.
Introduction
Colleges of education are tertiary institutions that specialize in the training of professional teachers in Nigeria. The College of Education’s educational program duration is three years, and the certificate awarded after passing prescribed exams is the Nigerian Certificate in Education (NCCE, 2012; Adetayo, 2016). The College of Education programs’ objective is to produce teachers who will teach at the primary school and the basic junior secondary schools (Akindutire & Ekundayo, 2012; Oritsebemigho, 2014). The National Commission for Colleges of Education (NCCE) is by law responsible for coordinating these colleges’ academic programs. Most teachers in Nigerian schools are the products of these colleges. However, in the last three decades, teachers’ cohorts cannot meet the 21st-century teaching requirement due to gaps in the
