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Pre-Service Teacher Education and Technology Integration amid COVID-19 Pandemic in Colleges of Education

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  • Dr. Aina, Jacob Kola

    (School of Science Education. Kwara State College of Education (Tech.), Lafaigi, Nigeria.)

  • Ayodele, Michael Olu

    (School of Science Education. Kwara State College of Education (Tech.), Lafaigi, Nigeria.)

  • Aremu Rauf Adekunle

    (School of Science Education. Kwara State College of Education (Tech.), Lafaigi, Nigeria.)

Abstract

The paper focuses on integrating technologies for instruction in pre-service teacher education during the COVID-19 pandemic in Nigerian Colleges of Education. The emergence of COVID-19 occasioned the shifting paradigm of teaching in schools worldwide to online methods. The script discussed that pre-service teachers in Nigerian Colleges of Education is facing the challenge of integrating technologies into classroom instruction. The article stressed the importance of ICT to achieve quality pre-service teacher education in Colleges of Education. Integrating technologies into pre-service teacher education and the challenges COVID-19 poses to pre-service teacher education was discussed. The author averred that mobile learning through WhatsApp, Facebook, YouTube, and Google Classroom during the COVID-19 would provide sustained education. The conclusion was that teachers and students should explore mobile learning’s full benefits through WhatsApp Instant Messaging, Facebook, YouTube, and Google Classroom during the pandemic.

Suggested Citation

  • Dr. Aina, Jacob Kola & Ayodele, Michael Olu & Aremu Rauf Adekunle, 2021. "Pre-Service Teacher Education and Technology Integration amid COVID-19 Pandemic in Colleges of Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(1), pages 336-341, January.
    • Handle: RePEc:bcp:journl:v:5:y:2021:i:1:p:336-341
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    References listed on IDEAS

    as
    1. Kaukab Abid Azhar & Nayab Iqbal, 2018. "Effectiveness of Google classroom: Teachers’ perceptions," Prizren Social Science Journal, SHIKS, vol. 2(2), pages 52-66, December.
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