Mentor-Supported Technology Professional Development: A Means to Increase Teachers' Use of Technology in the Classroom

Abstract

The study assessed mentor-supported technology professional development as a means to increase teachers' use of technology in the classroom. The study was conducted with the objectives to: determine the extent to which mentor-supported technology professional development increase teachers' use of technology in the classroom, and identify the challenges faced with mentor-supported technology professional development in increasing teachers' use of technology in the classroom. The study adopted survey research design. The population of the study comprised all the 12,625 teachers in public secondary schools in Lagos State. A sample size of 378 public secondary school teachers from Lagos Mainland was used in the study. This sample size was selected using random sampling technique. A structured questionnaire developed by the researcher was used for data collection. The questionnaire was validated by two experts in the Department of Educational Foundations, National Open University of Nigeria. To establish the reliability of the instrument, a pilot study was conducted and a reliability coefficient of 0.84 was obtained. Data collected in the study was analysed using frequency counts, mean and standard deviation, while chi-square (c²) was used to test the formulated null hypotheses at 0.05 level of significance. Findings revealed that to a great extent mentor-supported technology professional development increase teachers' use of technology in the classroom. In addition, institutional barriers, attitudes and beliefs has been identified as the challenges faced with mentor-supported technology professional development in increasing teachers' use of technology in the classroom. The study recommended among others that mentor-supported model should be used for professional development to enable teachers receive the additional support they need to facilitate change when implementing new strategies