Browsing by Author "Ahmed, Talatu"

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    Gender influence on student teachers perceptions of the constructs of Technological Pedagogical Content Knowledge (TPACK) in Nigerian Universities
    (Sultan Qaboos University, 2021) Yusuf, Mudasiru; Ahmed, Talatu; Ansah, S; Yusuf, Hamdallat
    his study investigated whether gender influences the perceptions of TPACK constructs among male and female student teachers in public universities in north-central Nigeria. The study adopted the cross-sectional survey design carried out using the TPACK questionnaire across the study's sample. Sample selec-tion for the study was based on a multi-stage sampling technique. Accordingly, a questionnaire was distrib-uted to a sample of 529 male and female student teachers in their final year enrolled in three universities in Kwara State, Nigeria. They responded to the study tool that wasaccessed after the validity and reliability of the tool had been verified using Cronbach's Alpha. The data were analysed using statistical mean and Mann-Whitney U test. The findings revealed that gender differences in student teachers' perceptions of their Tech-nological Knowledge (TK) and Technological Content Knowledge (TCK) favouring male respondents. However, the results showed no statistically significant differences between male and female student teach-ers in technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK). The study's conclusions, recommendations, implications, and limitations are based on the research findings
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    Professional development in technology integration among teacher educators in Ghana
    (Universitas Pendidikan Ganesha, (Ganesha University of Education) Singaraja, Bali, Indonesia, 2022) Yusuf, Mudasiru; Ansa, Seth; Ahmed, Talatu; Yusuf, Hamdallat
    In this digital era, education makes learners acquire the appropriate and relevant knowledge, attitude and skills that lead to understanding and functioning well in their digitally dominated environment. This research explored how exemplar lecturers developed competencies and skills in integrating technology for instruction. A qualitative hermeneutic phenomenology design was used for the study. In all, 20 lecturers (exemplars) out of 327 lecturers from a teacher education university in Ghana formed the sample and were interviewed by one of the researchers for ten weeks. Data were analysed using thematic coding, structural coding, pattern coding and focused coding in arriving at exemplars' experiences. The findings show that exemplars integrated ICTs such as Google Application for Educators (GAFE), Microsoft Office and Education tools, and other open-source software to make them stand out among their colleagues, as exemplars. Exemplars acquired their integration competencies through individual learning, colleagues, and online materials. The findings underscored the need for institutional facilities provision and support to deepen ICT integration in universities. Based on the results, recommendations, implications, and limitations are discussed