Speaker
Description
Muhammad, A.
Federal College of Education Technical Gusau
107abdul@gmail.com
Track: Digital Pedagogy and Teaching Innovation
This study investigated the relationship between digital competency and Colleges of Education mathematics teachers' intentions to use technology for instructional purposes. A descriptive survey research design was employed. The study involved 245 mathematics teachers drawn from six Colleges of Education in northern Nigeria. Data were collected using questionnaire tagged Digital Competency and Technology Intention Questionnaire (DCTIQ). The instrument yielded a reliability coefficient of 0.89 using Cronbach's Alpha. Data were analyzed using descriptive statistics, Pearson Product Moment Correlation, and Multiple Regression Analysis. Findings revealed that mathematics teachers possessed moderate to high levels of digital competency (M = 3.74, SD = 0.68) and demonstrated positive intentions toward technology integration (M = 3.91, SD = 0.61). A significant positive relationship was found between digital competency and intention to use technology (r = 0.71, p < .05). Regression analysis revealed that digital competency significantly predicted teachers' intention to use technology (β = .68, p < .001), accounting for 50.4% of the variance in technology use intention. The study concludes that digital competency is a major determinant of technology adoption among mathematics teachers. It recommends continuous professional development, improved ICT infrastructure, and institutional support for technology integration.