Issues Related to the Use of ICT’s in TVET Teacher Education in the 21st Century in Nigeria

Abstract

Teacher Education in Nigeria has in recent time's undergone a momentous transformation, notably is the application of Information and Communication Technologies (ICTs), which affect the nature of Technical, Vocational Education and Training (TVET) teachers' work and operation. However, despite the increasingly prevalent adoption of ICTs in almost all facets of education, some momentous issues are thwarting the widespread and successful implementation on teachers' education of the professional learning they need to meet the new demands of their professional tasks under the impact of ICT in the 21st century. Consequent upon this, the current paper identified and expounded on the issues relating to the use of ICTs in TVET Teacher education in the 21st century. More specifically, it focuses on the barriers to professional learning participation of TVET teacher in education. Some recommendations were proffered as bridges to the issues, these include among others, a framework for policy formulation and implementation on the working model for integrating ICT-mediated teacher education in TVET should be accessible. TVET Teacher education should move beyond the narrow aims of mainly responding to industry currency and compliance needs to address the broad, complex, and changing needs of teachers