4 DIGITAL TECHNOLOGY SKILLS OF LECTURERS IN TERTIARY INSTITUTIONS IN ABIA STATE, NIGERIA

Abstract

This study examined the digital technology skills of lecturers in three tertiary institutions in Abia State, Nigeria.The design of this study is descriptive survey research design. The population of this study is 1300 which comprise of 630male and 670 female lecturers. Purposive sampling techniques was used in this study to select 260 lecturers which comprise of 120 male and 140 female lecturers in three tertiary institutions in Abia State. Findings show that lecturers in Abia State possess to a great extent digital technology skills to enable them function effectively as teachers in a digital era. It was recommended that the Federal Government should encourage and support lecturers in tertiary institutions in Abia to improve on their digital capabilities through workshop and retraining. The Government should alsoprovide incentives for staff to improve their digital capabilities as well as fund mandatory training programme for staff.

Key words: Digital skills, digital technologies, ICT

Introduction

Digital skills training and development for lecturers is critical to future academic activities in a world presentlypermeatedwith technologies. Research has shown that learners’ digital experiences in the context of education are strongly influenced by the confidence and capabilities of their teachers.Digital skills are the abilities possessed by an individual which is necessary to understand, navigate through, and make use of digital technologies and the Internet, with little or no assistance.Digital technology skills are important means of promoting contemporary methods of instruction and new approaches of curriculum delivery thereby facilitating learning environment that are not only stimulating and attractive but also inviting and interesting to students (Atsumbe, Raymond &Duhu, 2012). The acquisition of digital skills by lecturers serve as catalysts for innovation and quality in higher education by increasing students motivation, interest and engagement. The acquisition of digital skills and by engaging in training that will improve communication and knowledge sharing through technology integration, lecturers in the education sector will in no small measure contribute positively in the teaching and learning process (Pavel, Fruth & Neacsu, 2015)

Digital literacy training equip students and teachers with the basic skills of information and technology. Digital skills ensure better performance in teaching and learning processes and generally advances the education sector. Digital technology skills are set of knowledge and competences for using computer systems, surfing the internet and engaging in the use of other electronic technologies for information management activities. Digital skills covers computer manipulative skills, internet navigation skills and online social media communication skills that are required for taking advantage of digital technologies, the online environment and using all forms of e-learning resources as well as engage in internet based education activities. Teaching in the context of post covid 19 which is characterizedby physical distancing requires that lecturers possess digital skills which positioned them to be confident and comfortable with diverse digital devices and the skills for using them to carry out educational activities.

According to Musliudeen (2020) training of teachers in digital technology for classroom delivery will help improve the quality of learning in basic education. Training teachers on how to use digital technology in classroom delivery is a way to update teachers’ delivery skills and adapt to the challenges posed by the COVID-19 pandemic and other emergencies. Digital technology training is focused on how to utilize digital technology to propel classroom delivery.It is becoming increasingly important and inexcusable not to possess digital knowledge to deliver classroom teachings. It is very vital for teachers to be equipped with digital technology skills in order to catch up with the global trends.Digital technology is focused on teaching in the ‘New Normal’ with emphasis on use of Digital technology to propel classroom delivery.According to Joseph Erunke (2021),the transition to digital education involves the integration of digital tools and technologies as well as the adoption of new pedagogical approaches. It requires updating the skills of teachers in the aspect of digital technology. Training in digital education should also be provided for teachers in instructional design by digital education experts. The training programme will put theory into practice by focusing on the transformation of existing face-to-face courses into online ones, and enable the assimilation of pedagogical tools and practices to teach using digital technology devices and internet based platforms.

Digital skills are key competences for lifelong learning with focus on creative and confident use of ICTs for actualization of goals related to learning and other educational activities ( Ferrari, 2012). Digital skills covers the wide range of knowledge, skills and competences for using digital technologies, computer system, the internet and e-learning resources. Emiri(2015) posited that digital skills enable teachers to develop competences that add to their teaching status and improve their overall performance in the classroom full of digital devices. These digital skills are essential for resource sharing, digital collaborative learning, surfing the internet, instant messaging, blogging, sourcing information and engaging in educational activities. According to Olutola and Olatoye (2018) for students and teachers to utilize e-learning resources, they must possess the skills for using them.

Kuni (2021), stressed that digital technology education will chart an effective safe teaching system amid the COVID-19 pandemic.COVID-19 brought with it a lot of challenges in the education system. Teachers need to be taught the nitty-gritty of the pedagogical knowledge and skills they will require to teach in pandemic situations and other emergencies. Ogundare (2020) was of the view that digital training for public school teachers and stakeholders in the education sector is aimed at strengthening their capacity while also preparing them ahead of post-COVID-19 and integrating strategies to enhance teaching and learning. Virtual learning using zooms webinar is the best teaching and learning practices towards managing challenges posed on the education sector by COVID-19. Teachers in the post covid19 need to be equipped with necessary skills to use virtual learning which is going to be the new normal.

The theoretical framework for this study is anchored on Technology Acceptance Model (TAM) which is an information systems theory that models how users come to accept and use technology. The TAM model propounded by Davis (1989) argues that when users are presented with a new technology, a number of factors influence their decision on the use of such technology notably perceived usefulness and perceived ease of use. Perceived usefulness is the degree to which a person believes that using a particular technology or system would enhance his job performance and perceived ease of use is the degree to which an individual believes that using technology would be free from hassles. This model is relevant to this study in that it brings to focus the need for teachers to acquire digital skills to enable them use technology in the classroom effectively. Information and communication technology (ICT) is revolutionizing the education sector, thereby making it more attractive and interesting to students of the 21^st century who are regarded as digital natives. Taking advantage of ICT devices, internet and social media platforms for education purposes requires the possession of digital skills for manipulating computer systems, navigating the internet and online environment, communicating through the diverse social media platforms for sharing ideas, information and knowledge. Hence, it is on this backdrop that this study seeks to evaluate the digital technology skills of lecturers in tertiary institutions in Abia state, Nigeria.

Statement of the Problem

In this digital era, lecturers in higher institutions are supposed to possess digital technology skills to enable them deliver instruction through the numerous ICT devices integrated in the classroom. Staff development or Capacity building of lecturers in digital technology skill is vital if they are to navigate…………. Digital technology skills enables lecturers to ………. But unfortunately most lecturers do not possess these skills for 21^st century navigation in the field of education presently being permeated by technologies. Most lecturers havephobia when it comes to the use of technology in the classroom.They are still stuck with the classical method of delivering lectures through chalk and talk despite the pervasiveness of technology in the field of education. It is based on the forgoing that the researchers decided to examine the digital technology skills of lecturers in tertiary institutions in Abia State.

1.3 Purpose of the Study

The purpose of the study is to evaluatedigital technology skills of lecturers in tertiary institutions in Abia state, Nigeria.Specifically, the study seeks to:

• find out theextent lecturers in tertiary institutions in Abia state possess digital technology skills
• examine the challenges involved in acquiring digital technology skills by lecturers in tertiary institutions in Abia state.
• determine the strategies for enhancing digital technology skills of lecturers in tertiary institutions in Abia state

Research Questions

The following research questions guided the study:

• To what extent do lecturers in tertiary institutions in Abia state possess digital technology skills
• What are the challenges involved in acquiring digital technology skills by lecturers in tertiary institutions in Abia state?
• What are the strategies for enhancing digital technology skills of lecturers in tertiary institutions in Abia state

1.5 Hypotheses

The following null hypotheses were formulated and was tested at .05 level of significance.

H0₁:There is no significant difference between the mean responses of male and female lecturers on the extent they possess digital technology skills.

H0₂:There is no significant difference between the mean responses of male and female lecturers on the challenges involved in acquiring digital technology skills.

H0₃:There is no significant difference between the mean responses of male and female lecturers on the strategies for enhancing digital technology skills.

Methodology

The design of this study is descriptive survey research design. A descriptive survey design according to Anyanwu, (2016) is one, in which a group of people or items are studied by collecting and analyzing data from only a few people or items considered to be representative of entire group. This design is appropriate for the present study because it involves collecting data from a sample of respondents on the evaluation of digital technology skills of lecturers in tertiary institutions in Abia State, Nigeria.

The population of this study is 1300 which comprise of 630male and 670 female lecturers. Purposive sampling techniques was used in this study to select 260 lecturers which comprise of 120 male and 140 female lecturers in three tertiary institutions in Abia State.The sample represents 20% of the total population. The instrument for data collection was a researcher developed questionnaire titled “Digital Technology Skills of Lecturers (DTSL)”. The instrument consist of two sections (1 and 2). Section one covers background information of the respondents while section two was divided into three clusters developed from the literature. Cluster one will focus on the indices of the extent lecturers in tertiary institutions in Abia State possess digital technology skills. Cluster two covered the challenges of acquiring digital technology skills of lecturers in tertiary institutions in Abia State and Cluster three focused on the strategies for enhancing the acquisition of digital technology skills. The questionnaire was be designed using four point rating scales with rating options of; VGE,GE,LE and VLE, Strongly Agree (SA) 4, Agree (A) 3, Disagree (D) 2, Strongly Disagree (SD) 1.The instruments were subjected to face validity. The instruments were validated by two experts for their inputs and check for error in language usage, suitability of items, appropriateness of the items and relevance of the items taking into consideration the purpose of the study, research questions and hypotheses.

To determine the reliability of the instrument, the instrument was trial tested. The instrument was administered to ten male and ten female lecturers Imo State which was outside the study sample to ensure reliability. These respondents were chosen because they were situated outside the study area and they share the same characteristics as lecturers with the respondents in main study. The data obtained was computed using Croncbach Alpha statistics to determine the reliability coefficient index value. Mean and standard deviation were used to answer the three research questions posed for the study. The mean scores was determined by assigning values to the four point scale of: Strongly agree = 4, agree = 3, disagree = 2 and strongly disagree =1. The mean scores were computed as follows

=

=

= 2.50. Thus, the mean score of 2.50 and above was considered as agree while the mean scores below 2.50 was considered as disagree. In addition, the three hypotheses were tested using t-test analysis technique at .05 level of significance. The null hypotheses were upheld since the t-calculated value is less than the t-table value at .05 level of significance while the null hypotheses were rejected since the t-calculated value is greater than the t-table value at .05 level of significance.

Discussion

Research Question 1: To what extent do lecturersin tertiary institutions in Abia state possess digital technology skills?

Table 1: Mean Ratings and Standard Deviation ofextentmale and female lectures in tertiary institutions in Abia state possess digital technology skills.

N (260)
FEMALE LECTURERS (140)									MALE LECTURERS= (120)
S/No	Items	SA	A	D	SD	X	SD	Dec	SA	A	D	SD	X	SD	DEC
1.	Start up and shut down the computer	46	31	30	23	2.64	1.51	agree	47	42	22	9	3.05	1.28	A
2.	Use mouse pointing devices	30	62	34	14	2.77	1.43	Agree	38	41	19	22	2.79	1.30	Ag
3.	word processing skills	35	56	29	20	2.76	1.43	Agree	35	42	34	9	2.86	1.23	A
4.	Microsoft excel.Spreadsheets Skills	37	52	27	24	2.73	1.40	Agree	28	36	32	24	2.57	1.70	A
5.	power point Presentation Skills	43	25	32	40	2.51	1.60	Agree	35	38	21	26	2.68	1.33	A
6.	E-Mail Management Skills	36	39	41	24	2.62	1.41	Agree	33	32	30	25	2.61	1.30	A
7.	Use search engines to find information	40	32	36	32	2.57	1.63	Agree	35	28	26	31	2.61	1.30	A
8.	Web Navigation Skills	46	28	39	27	2.66	1.39	agree	37	27	26	30	2.59	1.61	A
9.	Copy files/document from hard disk to other storage devices	35	46	27	32	2.60	1.38	agree	40	27	19	34	2.61	1.39	A
10	Create folders on computer for storing and retrieving documents	41	37	30	32	2.62	1.39	agree	44	31	20	25	2.78	1.72	A
11	Use printers for printing documents	39	46	33	22	2.8	1.41	agree	29	34	32	25	2.55	1.46	A
12	Use scanners for scanning documents	24	29	40	47	2.21	1.72	Disagre	18	21	34	47	2.08	1.26	Disag
13	Use social media tools for communications	40	38	45	17	2.72	1.34	Agree	36	29	35	20	2.67	1.39	A
14	Database Skills	24	30	37	49	2.20	1.78	disagree	17	23	40	40	2.14	1.70	Disag
15	Digital Cameras skills	22	27	39	52	2.41	1.63	disagree	25	29	38	28	2.42	1.64	Disagr
16	Downloading Software From the Web	38	37	41	24	2.63	1.42	Agree	30	37	41	12	2.70	1.34	A
17	Skills in Installing Computer Software	31	40	37	32	2.5	1.44	disagree	29	31	38	22	2.55	1.46	A
18	Videoconferencing skills	20	24	36	60	2.02	1.68	disagree	26	24	32	38	2.56	1.69	A
19	Knowledge of keyboard short cuts	29	34	36	21	2.5	1.41	Agree	38	46	20	16	2.88	1.72	A
20	Keyboards skills	40	32	35	33	2.56	1.68	Agree	50	37	20	13	3.03	1.36	A
Mean for female lecturers =2.59 Standard deviation for female lecturers=1.50									Mean for male lecturers =2.50 Standard deviation for male lecturers =1.45
Grand mean for both female and male lecturers =2.54 Grand standard deviation for both adult female and male = 1.47

Results in table 1 showed that out of the 20 items that seek information on the extent lecturers in tertiary institution possess digital skills, female lecturers had high mean ratings of 2.64, 2.77, 2.76, 2.73, 2.51, 2.62, 2.57, 2.66 and 2.60. Female lecturers also recorded low mean ratings on items 12, 14, and 15 with corresponding item means of 2.21, 2.20 and 2.41. The grand mean for female lecturers is 2.59 while the standard deviation is 1.50.The result in table 1 also showed that male lecturers had high mean ratings on all items apart from items 12, 14 and 15 with corresponding low mean ratings of 2.08, 2.14 and 2.42 The mean for male lecturers is 2.67 while the standard deviation is 1.43. The overall grand mean for both female and male lecturers is 2.66. This indicated that lecturers in tertiary institutions in Abia state possess digital technology skills.

Research Question 2: What are the challenges against digital technology.

Table 2: Mean Ratings and Standard Deviation of lecturers responses on the challenges against digital technology.

N (260)
FEMALE LECTURERS (140)									MALE LECTURERS = (120)
S/No	Items	SA	A	D	SD	X	SD	Dec	SA	A	D	SD	X	SD	Dec
26.	Lack of personal computer	36	35	38	31	2.54	1.50	Agree	41	22	31	26	2.65	1.59	Agree
27.	Poor internet services	39	41	25	35	2.6	1.50	Agree	36	31	26	27	2.65	1.59	Agree
28.	Poor digital skills	38	28	41	33	2.51	1.57	Agree	27	29	33	31	2.43	1.70	disgree
29.	Poor electricity supply	47	27	36	30	2.65	1.49	Agree	35	41	21	23	2.73	1.38	Agree
30.	inadequate finance to obtain digital skills	41	27	36	36	2.52	1.72	Agree	37	28	25	30	2.60	1.45	Agree
31.	Religious barriers	38	42	33	27	2.65	1.49	Agree	33	25	36	26	2.54	1.70	Agree
32.	Lack of gender parity in political appointment	44	36	39	21	2.74	1.37	Agree	38	26	28	28	2.62	1.39	Agree
33.	Cultural bias in land ownership	50	43	27	20	2.87	1.73	Agree	34	41	23	22	2.73	1.39	Dis
Mean for female =2.63 Standard deviation for female=1.57									Mean for male=2.62 Standard Deviation for male =1.51
Grand mean for both female and male lecturers=2.62 Grand standard deviation for both female and male lecturers = 1.54

Results in table 2 showed that out of the 8 items that seek information on lecturers responses on the challenges involved in the acquisition of digital technology skills. Female lecturers had high mean ratings of 2.54, 2.6, 2.51, 2.65, 2.52, 2.65, 2.74 and 2.87 on all items. The mean for female is 2.63 while the standard deviation is 1.57.The result in table 2 also showed that male lecturers had high mean ratings on items 26, 27, 29, 30, 31, 32 and 33 with corresponding means of 2.54, 2.6, 2.51, 2.65, 2.52, 2.65,2.74 and 2.87. Female lecturers recorded low mean on item 28 with the mean of 2.43. The mean for male is 2.62 with standard deviation of 1.51. The overall grand mean for both female and male lecturers is 2.62 while the grand standard deviation is 1.54. This indicated that there are challenges involved in the acquisition of digital technology skills.

Research Question 3: What are the strategies for enhancing digital skills of lecturers?

Table 3: Mean Ratings and Standard Deviation of male and female lecturers on the strategies for enhancing digital skills of lecturers

N (260)
FEMALE LECTURERS (140)									MALE LECTURERS (120)
S/No	Items	SA	A	D	SD	X	SD	Dec	SA	A	D	SD	X	SD	Dec
34.	Encourage and support staff to develop their digital capabilities.	35	32	41	32	2.50	1.69	Agree	31	28	34	27	2.52	1.60	Agree
35.	Provide incentives for staff to digital capabilities	32	38	37	33	2.51	1.70	Agree	32	31	26	31	2.53	1.69	Agree
36.	Funded mandatory training programme for staff	41	28	34	37	2.52	1.71	Agree	33	25	38	24	2.56	1.68	Agree
37.	Read books on how to improve your digital skills	42	37	41	20	2.72	1.38	Agree	41	23	27	29	2.63	1.39	Agree
38.	Find a digitally savvy teacher to help you learn.	39	36	41	24	2.50	1.65	Agree	35	29	34	22	2.64	1.38	Agree
39.	Take a course either online or classroom-based	37	42	38	23	2.66	1.38	Agree	26	41	22	31	2.52	1.68	Agree
40	Teach others what you’ve learnt	37	39	28	26	2.44	1.72	Disgree	31	29	30	30	2.75	1.47	Agree
41	Attend digital training workshop.	38	30	40	32	2.52	1.66	Agree	41	21	23	35	2.57	1.69	agree
42	Daily integration of digital technologies into teaching activities	38	36	45	21	2.65	1.58	Agree	29	35	31	25	2.56	1.51	agree
43	hands-on digital experience through internship	32	39	46	21	2.55	1.72	Agree	37	33	40	10	2.80	1.33	agree
44	Free online learning or paid online learning	40	37	34	29	2.62	1.62	Agree	27	32	38	23	2.52	1.49	agree
Mean for female lecturers =2.56 Standard deviation for adult female=1.60									Mean for male lecturers =2.55 Standard Deviation for male =1.59
Grand mean for both female and male lecturers =2.55 Grand standard deviation for both female and male lecturers = 1.59

Results in table 3 showed that out of the 8 items that seek information on adult responses on the strategies for enhancingdigital skills of lecturers. Female lecturers had high mean ratings of 2.50, 2.51, 2.52, 2.72, 2.50, 2.66, 2.52, 2.65, 2.55 and 2.62 with low mean rating of 2.44 on item 40. The grand mean for female lecturers is 2.56 while the standard deviation is 1.60.The result also showed that male lecturers agree strongly on all items ranging from 34-44 with corresponding mean of 2.52, 2.53, 2.56, 2.63, 2.64, 2.52, 2.75 , 2.57, 2.56,2.80 and 2.52. The grand mean formale lecturers is 2.55 with standard deviation of 1.59. The overall grand mean for both female and male lecturers in respect to the strategies for enhancingdigital technology skills of lecturers is 2.55. This indicated that the respondents agreed strongly on the stated strategies for enhancing digital technology skills of lecturers.

Hypothesis 1: There is no significant difference in the mean responses between female and male lecturers on the extent they possess digital technology skills.

Table 5: t-test Analysis of Difference between the Mean Rating of female and male lecturers on the extent they possess digital technology skills.

	X	SD	N	Df	t-cal	t-critical	Decision
Female	2.63	1.50	140	258	1.10	1.61	Not Rejected
Male	2.62	1.45	120

Table 5 showed that the t- calculated value of 1.10at .05 level of significance was less than the t- critical of 1.61. Since the t- value was less that the t- critical value, the null hypothesis was therefore not rejected. This means that there was no significant difference in the mean ratings of female and male lecturers on the extent they possess digital skills

Hypothesis 2: There is no significant difference in the mean responses between female and male lecturers on the challenges involved in acquiring digital technology skills.

Table 6: t-test Analysis of Difference between the Mean Rating of female and male lecturers on the challenges involved in acquiring digital technology skills.

	X	SD	N	Df	t-cal	t-critical	Decision
Female	2.63	1.57	140	258	0.44	1.61	Not Rejected
Male	2.62	1.51	120

The t-test analysis in table 6 showed that the t -calculated value was 0.44at 0.05 level of significance. This value is less than the t- critical of 1.61. Since the t- value is less that the t- critical value, the null hypothesis is therefore not rejected. This means that there is no significant difference in the mean ratings of female and male lecturers on the challenges involved in acquiring digital technology skills.

Hypothesis 3:There is no significant difference in the mean responses between female and male lecturers on the strategies for enhancing digital technology skills.

Table 7: t-test Analysis of Difference between the Mean Ratings of female and male lecturers on the strategies for enhancing digital technology skills.

	X	SD	N	Df	t-cal	t-critical	Decision
Female	2.56	1.60	140	258	0.79	1.61	Not Rejected
Male	2.55	1.59	120

The t-test analysis in table 7 shows that the t -calculated value of 0.29 at 0.05 level of significance is less than the t- critical of 1.61. Since the t- calculated value is less that the t- critical value, the null hypothesis is therefore not rejected. This means that there is no significant difference in the mean ratings of female and male lecturers on the strategies for enhancing digital technology skills.

Conclusion and future works

It is becoming a new normal for all lecturers in tertiary institutions in Nigeria to possess digital technology skills if they are to function effectively in modern education enhanced and supported by technology. The old classical chalk and talk method of teaching is gradually phasing out and giving room to technology enhanced methodology of teaching and leaning.

Recommendations

Based on the findings of this study, the following recommendations were made:

1.The Federal Government should encourage and support lecturers in tertiary institutions in Abia to improve on their digital capabilities through workshop and retraining.

2. The findings indicated that there are challenges involved in the acquisition of digital technology skills, therefore, the Government should provide incentives for staff to improve their digital capabilities.

3. Since the respondents agreed strongly on the stated strategies for enhancing digital technology skills of lecturers, the federal Government shouldFund mandatory training programme for staff

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