Education in the Modern Era: From Understanding to Application of Technology for Effective Teaching and Learning in Shehu Shagari College of Education, Sokoto

Abstract

This study investigates the understanding and application of educational technology for effective teaching and learning at Shehu Shagari College of Education (SSCOE), Sokoto, Nigeria. Using a mixed-methods research design, data were collected from 40 respondents including lecturers and students across various departments. The research explored technology literacy levels among faculty and students, examined patterns of technology integration in teaching practices, and identified institutional factors affecting technology adoption. Findings revealed moderate technology literacy among respondents (mean score = 3.42 on a 5-point scale), with significant variations across departments and age groups. While respondents demonstrated positive attitudes toward educational technology (86.7% favorable), actual implementation in teaching practices was limited (31.4% regular integration). Key barriers to technology adoption included inadequate infrastructure (76.5% of respondents), insufficient professional development (68.3%), and limited institutional support (61.8%). The study found a significant positive correlation (r = 0.67, p < 0.01) between technology integration and perceived teaching effectiveness. Recommendations include establishing a comprehensive institutional technology strategy, investing in infrastructure development, implementing structured professional development programs, creating technology champions, and forming collaborative partnerships with technology organizations. These findings contribute to the understanding of educational technology adoption in Nigerian higher education institutions and provide evidence-based recommendations for improving technology integration in similar contexts.