Teachers’ Perception on Utilization of Digital Technologies in Early Childhood Education Settings in Sokoto and Jigawa States, Nigeria

Abstract

This study assessed teachers' perceptions of the utilisation of digital technologies for instructional purposes in public early childhood education settings in Sokoto and Jigawa states, Nigeria. The study primarily focuses on the metropolises of Sokoto and Hadeja. The study has five specific objectives and five research questions. Descriptive survey design was used for the study. The population consists of teachers from selected public primary schools having early childhood education (ECE) classes in Sokoto and Hadeja. The sample size used in the study was 100 teachers selected through purposive sampling. The instrument used was a questionnaire designed by the researchers and titled Teachers' Perception on Utilisation of Digital Technologies Questionnaire (TPUDTQ). The mean statistics were used to answer the research questions. The results show, among others, that most of the relevant modern digital technologies are not readily available in public ECE settings. Also, teachers are not actively involved in the use of digital technologies for instructional purposes. However, the majority of the ECE teachers in Sokoto and Jigawa are in possession of the skills required to utilise digital technologies. The study recommends, among others, that ECE teachers in the two states should commit themselves to proper and extensive utilisation of digital media for instructional purposes in ECE settings.  Also, agencies in charge of policy, practice, and the provision of ECE in Sokoto and Jigawa states should expedite action toward addressing the challenges of digital technology utilisation in public ECE settings to enable effective instruction that is ideal for the 21^st-century classroom.