Available Online: 31 May 2023
Onwuagboke, Bede Blaise Chukwunyere
Alvan Ikoku Federal College of Education, Owerri, Nigeria (email@example.com)
Teachers are expected to utilize ICT in their daily duties. This is however not usually the case in most developing nations as most of the teachers lack requisite ICT skills. This study is a quasi-experimental study which examined the impact of an ICT Integrated Studio teaching model (here in after IISTM) in enhancing the ICT skills of pre-service art teachers who participated in the study. A sample of 81 pre-service teachers was purposively drawn from intact classes from colleges of education in Nigeria. The instrument used to collect data was Teachers’ ICT Skills Questionnaire (TISQ) developed by the researchers. Descriptive and inferential statistics were used to present and discuss the findings. Results revealed that IISTM was effective in enhancing the ICT skills of the participants in the 3 groups with significant differences between groups 1 & 2, 1 & 3 but no significant difference between groups 2 & 3. There was however no significant difference as a result of prior computer training in the groups. Similarly, there was no statistically significant main effect of gender pre-service art teachers in ICT skills mean scores. These findings have far reaching implication for the design and implementation of curriculum and underscore the need for ICT integration in pre-service teacher preparation programs.
Keywords: improving, student art teacher, ICT skills, ICT Integrated Teaching Model
Cite this article:
Onwuagboke, B. B. C. (2023). Enhancing pre-service art teachers’ ICT skills using ICT integrated teaching model. International Journal of Research Studies in Education, 12(6), 9-20. https://doi.org/10.5861/ijrse.2023.31