Abstract

This study investigated the ways teacher educators and student-teachers in six education faculties in institutions of higher education integrate information and communication technologies (ICTs) into teaching and learning. The sample consisted of 227 randomly selected teacher educators, post-graduates, and undergraduates from six universities in three states in the south–south geo-political zone of Nigeria. Six research questions and one hypothesis guided the study. A structured questionnaire was used to collect the data. Frequencies, percentages, mean scores, and z-tests were the statistical tools used for data analysis. The findings revealed that there were few faculty-based ICT resources in the six faculties; there were no faculty-based ICT facilities in any of the faculties. Teacher educators’ and student-teachers’ engagement in the use of ICT-based pedagogical activities in education were very low. Rather, the use of ICTs for information gathering and entertainment were very high; both teacher educators and student-teachers were at the emerging level of the ICT development continuum, and student-teachers’ competence level was higher than that of their teachers. Three recommendations were made: ICT facilities/resources should be accessible to teacher educators and student-teachers in faculties of education; institutional/faculty framework for ICT should form the bases for ICT integration into subject curricular and classroom teaching and management; and teacher educators should be encouraged to combine traditional modes of teaching with ICT-based strategies at the beginning stage.