Speaker
Description
Olusina, O. S.
Nigerian Army College of Education
shinaomoyeni99@gmail.com
Track: Digital Pedagogy and Teaching Innovation
Nigeria's digital transformation agenda has given rise to concerted efforts on Educational Technology and the use of digital infrastructure and technology-enabled teaching; however, despite the growing digital access, there is no adequately defined pedagogical framework on what constitutes what teachers should know to effectively leverage technology to enhance instruction. This paper addresses this policy and pedagogical vacuum by developing relevant digital competency framework for EdTech’s integration into Initial Teacher Education (ITE) in Nigerian Colleges of Education. The study is premised on the argument that the key issue of digital transformation in teacher education is no longer about merely having access to technology but also about fostering pedagogically prepared teachers, enabling them to select, adapt, critically evaluate and ethically apply digital technology appropriately in the classroom to enhance learning. This study employs a conceptual framework development approach drawing on the systematic review and integration of relevant literature, Nigerian policy documents on education, standards for teacher education and contemporary digital competence frameworks. The study was theoretically anchored on the Technological Pedagogical Content Knowledge (TPACK) and Cultural-Historical Activity Theory (CHAT). The results from the study indicated a common interpretations of digital competence on teaching, overemphasize basic technological skills at the expense of practical use of teaching and learning; digital assessment tools; Locally adaptable and classroom-based pedagogical application of technologies; ethical, critical and artificial intelligence literacy. Therefore, this paper proposes a Future-Ready Teacher Competency Framework that features six interrelated dimensions: (i)Digital-Technological Competence; (ii)Digital Pedagogical Competence; (iii) Technology-Enhanced Assessment Competence; (iv) Technology-Content Integration Competence; (v) Localized, Inclusive And Adaptive Competence; and (vi) Ethical, Critical And Artificial Intelligence Literacy. The framework is also buttressed by research finding that teacher digital competence alone is not sufficient but should be accompanied by institutional readiness, such as infrastructure, lecturer expertise and support, and leadership, to promote successful classroom technology integration.