Digital technology is an important tool of the 21st century and has consequently brought significant changes to the mode of teaching and instructional delivery in tertiary education institutions. This research aims at investigating the utilisation of digital technology tools for instructional delivery in Federal College of Education, Abeokuta (FCEAB) in Ogun State, Nigeria. One hundred academic staff of the FCEAB were randomly selected for this study, self structured questionnaire was used for data collection and data collected were analyzed using descriptive statistics of frequency count and percentages. The research revealed that the most available digital technology tools for teaching were Laptop computers, Projectors and Smartboards but despite the availability, they were not optimally utilized as a result of identified barriers, which includes unavailability of regular electrical power supply and limited digital literacy skills among academic staff. This research recommends the use of digital technology tools be encouraged and supported by the authority of the institution; continuous training of lecturers on the use of emerging digital technology tools be promoted, also the problem of epileptic power supply being experienced in Nigerian tertiary education institutions be critically looked into with the aim of solving it.

1. 1
Rebecca Oluwafunmibi OJENIYI
Physical and Health Education Department,
Federal College of Education, Abeokuta, Ogun State.
E-Mail: funby2k4@yahoo.com
and
Oyedele Abimbola OJENIYI
Central Bank of Nigeria
Centre for Economics and Finance (CBN-CENEF),
University of Ibadan, Ibadan, Nigeria.
deleojeniyi@yahoo.com
UTILIZATION OF DIGITAL
TECHNOLOGY TOOLS FOR
INSTRUCTIONAL DELIVERY IN
FEDERAL COLLEGE OF EDUCATION,
ABEOKUTA, OGUN STATE, NIGERIA.
Being a research presentation during the Library and
Information Science Conference (LISCON) 2022.
23rd November, 2022.

2. 2
Introduction
 Nigerian Colleges of Education (CoE) plays a vital role in developing skillful, non-graduate
professionals and middle-level manpower for the nation’s primary and junior secondary
education.
 CoE lecturers then become significant stakeholders in equipping in-service teachers with the
knowledge and skills required to undertake tasks that can increase the development and
progress of the nation.
 Teaching, research and dissemination of new and existing knowledge are means through
which lecturers of CoE perform their academic roles.
 But the circumstances caused by the COVID-19 pandemic have changed the mode of
instructional delivery in Nigeria CoE (Alasoluyi, 2021).
 Teaching and instructional delivery with the utilization of different forms of available 21st-
century digital technologies such as Computers, Smartboards and the internet, have
become a requirement and necessity to ensure continued learning in this era of new normal
(Omodan & Ige, 2021).
 Recent surveys observed that many college educators and lecturers in Nigeria are still not
maximizing the usage of digital technologies for instructional delivery and teaching
(Alasoluyi, 2021; Haleem, Javaid, Qadri and Suman, 2022).
 This observation may not be unconnected with the lack of digital skills to use these
technologies and also the lack of institutional support to drive the process.
 Hence the importance of this study.

3.  identify different digital technology tools available for instructional delivery in
Federal College of Education, Abeokuta
 find out the level of utilization of digital technology tools for instructional
delivery in Federal College of Education, Abeokuta
 identify barriers to the utilization of digital technology tools for instructional
delivery in Federal College of Education, Abeokuta
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Research Objectives

4.  What are the digital technology tools available for instructional delivery in
Federal College of Education, Abeokuta?
 What is the level of utilization of digital technology tools for instructional
delivery in Federal College of Education, Abeokuta?
 What are the barriers to the utilization of digital technology tools for
instructional delivery in Federal College of Education, Abeokuta?
4
Research Questions

5. 5
Research Design
Methodology
Population
Sample/Sampling
Techniques
Data Collection
and Analysis

6. Results and discussion
Demographic Characteristics of
respondents
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7. Results and discussion Contd.
Research Question 1
What are the different digital technology tools available for instructional delivery?
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Available digital technology tools were Computers (96%), Smartboards (90%) and Projectors (70%).
Least available digital technologie were cameras (9%), Learning Management System (10%) and virtual classroom
platforms (14%).

8. Results and discussion Contd.
Computers was the only tool with the highest level (55%) of regularly utilization for teaching
Least utilized digital technology tools was multimedia cameras (7%),
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Research Question 2
What is the level of utilization of digital technology tools for instructional delivery?

9. Results and discussion Contd.
Irregular electrical power supply was the highest barrier (99%), others were lack of institutional support
(91%) and limited digital literacy skills to use the tools (79%).
Least barrier was lack of stable internet access (58%).
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Research Question 3
What are the barriers to the utilization of digital technology tools for instructional delivery?

10. Conclusion
1. Computers, Smartboards and Projector were available to lecturers in the Federal College of
Education, Abeokuta, the least available digital technology tool for teaching were multimedia
cameras and Learning Management System
2. The level of utilization of digital technology tools for teaching and instructional delivery
among the academic staff of the college was poor, only a little above average indicated that
they use computer to teach students.
The four least utilized digital technology tools were multimedia cameras, lecture capture
tools, virtual classroom platforms and online collaboration tools.
3. The non-utilization of digital technologies may not be unconnected with identified barriers
such as irregular electrical power supply, lack of institutional support and limited digital
literacy skills to use the tools.
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11. Recommendation
1. The management of the college of education should endeavour to provide adequate institutional
support, acquisition and procurement of needed 21st-century digital technologies and facilities for
teaching and instructional delivery in various academic programmes.
2. Continuous and intensive training in the form of seminars and workshops on the usefulness and
ease of use of emerging digital technologies should be facilitated for lecturers in the colleges of
education to motivate them to attach importance to the use of digital technologies for teaching.
3. Realization of a digitized economy will be impossible without uninterruptable and regular power
to all different fragments of the economy, most especially education. The problem in the power
sector that has resulted in incessant power outages should be tackled just like it was done in
telecommunication. This alone will drive and promote a favourable utilization of digital
technologies and facilities for teaching and instructional delivery in the College of Education.
4. Effective routine maintenance of the available digital technology facilities should be taken with
utmost importance by stakeholders in the college; this will prolong the life span of the facilities.
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12. REFERENCES
Alasoluyi, O. E. (2021). Teachers’ awareness and competence in the switch from
classroom-based to online teaching during COVID-19 pandemic in Lagos, Nigeria.
Interdisciplinary Journal of Education Research, 3(2), 23-31.
https://doi.org/10.51986/ijer-2021.vol3.02.03Omodan, B. I. & Ige O. A. (2021). Sustaining
Haleem, A., Javaid, M., Qadri, M. A. and Suman, R. (2022). Understanding the role of digital
technologies in education: A review. Sustainable Operations and Computers 3 275–285.
Available at https://doi.org/10.1016/j.susoc.2022.05.004
Omodan, B. I. & Ige O. A. (2021). Sustaining Collaborative Learning among University
Students in the Wake of COVID-19: The Perspective of Online Community
Project. International Journal of Learning, Teaching and Educational Research, 20(1),
356-371. https://doi.org/10.26803/ijlter.20.1.20
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