1. Introducing WebQuests in the Nigerian Teacher Training Curriculum – Possibilities and Challenges (A Case Study)
Ayotola Aremu & Daniel A. Morakinyo
Department of Teacher Education
University of Ibadan, Nigeria
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2. INTRODUCTION Technologies are continuing to transform society.
These technologies are being integrated into the classroom.
This is one of the reasons why the Government of Nigeria, introduced
the Computer Education Policy in 1988 (FRN 1988) and
in 2001 the National Policy on Information Technology, tagged “Use IT”..

3. AS A RESULT……. there has been
capacity-building programmes for teachers
computer systems provided in federal schools.
Computer education studies introduced in both secondary and primary schools.
computer studies compulsory - new Basic Education Curriculum (2008)
teacher training institutions and faculties now include professional degrees in Computer Education.

4. THE TEACHER TRAINEES These teacher trainees are prepared so they can
implement the policy
use technology to teach while
supporting other teachers to do so.

5. NIGERIAN TEACHERS AND TECHNOLOGY INTEGRATION
Nigerian teachers faced with a multitude of barriers in implementation
that of skills, attitudes, and resources.
the policy has gaps when it comes to the ‘how’ of implementation.
“which technologies do I use”,
“for what”,
“how do I use them” and
“when”

6. NIGERIAN TEACHERS AND TECHNOLOGY INTEGRATION
Unlike in some other countries, there are guidelines and recommendations
This is why educational researchers should mount
interventions and studies that would provide guidelines for the country in the integration of technology in Education.
This is one basis for the case study reported in this paper.

7. NIGERIAN TEACHERS AND TECHNOLOGY INTEGRATION
Nigerian researches - Udousoro,2000; Egunjobi, 2002; Ibode, 2004; Aremu & Adefelu, 2005; Aleburu,2008.
These studies,
few
have investigated use of CAI in the teaching and learning of various subjects
have supported the efficacy of using various modes of CAI

8. THE STUDIES the researchers developed the computer learning packages,
Packages very sophisticated,
needed the help of programmers.
Expensive

9. THE STUDIES
involvement of teachers in development of the packages were quite minimal,
were just trained to use the packages.
This has a lot of implications for teachers

10. IMPLICATIONS
One of such is that as soon as the research ends, the use of the technology ends too.
These are some of the integration challenges faced by teachers.

11. OTHER CHALLENGES
teachers tend to use technology mostly for low-level tasks- writing, developing computer literacy, doing research with Internet, and employing drill and practice programs (USDOE, 2003)

12. OTHER CHALLENGES
teachers do not possess the necessary skills to develop technology-based materials and use such materials in the classroom.
All these bother on teacher training issues,
which has not yet been addressed by the policies.

13. THE NEED Need for training
Need for examples of curricular and classroom use of technology
need to use technology to promote more significant, less trivial learning outcomes,
to be knowledgeable and up-to-date in terms of new technology and how it can be used to promote learning.

14. THE NEED
Many schools and in-service teachers look to them to fill the gap between the technology available in schools and its effective integration into the curriculum according to Jacobsen, Clifford & Friesen (2002).
need to be grounded in the development and integration of technology into the classroom.  

15. Hence in this study, THE STUDY
pre-service teachers were trained to design and develop WebQuests.
The WebQuests skills were evaluated

16. INTEGRATING TECHNOLOGY THROUGH WEBQUESTS
WebQuests have been widely used by teachers to integrate technology
According to Dodge (1995),
a Web Quest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet.

17. WEBQUESTS-GOAL to use the information gathered,
to analyse the information
apply them to a problem situation,
proffering solutions to a real problem.
Students expected to collaborate and interact.

18. WEBQUESTS- Recommended because,
motivating to both students and learners,
directly relevant to the curriculum
adds ‘spice’ to a lesson, and
direct a more responsible use of the Internet.
(Yoder 1999, Siddiqui 2004, Sen and Neufeld 2006, March 1998). 2008, Orme & Monroe 2005 , Frazee, 2004).

19. WEBQUESTS two types WebQuests include five major components.
short-term and
long-term.
WebQuests include five major components.
an introduction
task section
the process
the resource
the evaluation and conclusion section

20. THE STUDY
a case study,
used questionnaires and evaluation rubrics to collect data
The unit of analysis in this research was the design and development skills acquired by the pre-service teachers.

21. THE STUDY
main purpose - investigate whether at the teacher training level in Nigeria, a technology tool such as webquest could be integrated and through which modes.
document what prospects exists for technology integration and what the limitations were.
the first step to integration is capacity building of pre-service teachers

22. THE STUDY pre-service teachers learnt to develop WebQuests- two phases
trained to develop WebQuests using a WebQuest that had been designed prior to the
rebuilding the webquest from scratch. The teachers however had the end product as a guide.

23. THE STUDY In the second phase of the training,
the pre-service teachers in one of the colleges of education worked as individuals and
in the other college of education, the pre-service teachers worked in learning groups (4 per group)
to develop their own webquests, choosing any topic in Social Studies curriculum of the Nigerian secondary school.

24. FINDINGS
Table 1 reveals that the pre-service teachers had no skills of designing WebQuests before the treatment
Post intervention mean scores were significantly higher
acquired webquest development skills.
task and the process components were quite challenging.

25. found the “introduction” and “resources” component easiest
FINDINGS
found the “introduction” and “resources” component easiest
allowed to choose the topics
familiarity with browsing

26. POSSIBILITIES webquest could be recommended at this level.
the training yielded positive results
irrespective of gender and some other factors investigated.
teachers chose their own topics
Teachers would be able to design such tools for learning.

27. POSSIBILITIES
a repository of resources (locally relevant and adequate) already prepared for integration into the learning processes.
The latter would be especially useful if teachers do not have time and skills to prepare their own.

28. HOW? Through customized training which is interactive.
Already prepared webquest -a guide
Having the final product and working towards producing
individually versus groups

29. RECOMMENDATIONS Should Include WQ In Curriculum For training
Let The Teachers Choose What They Would Develop WQ On.
Give Them Technology Skills First
Prepare WQ, use It, Explain WQ, Re-build It Together

30. CHALLENGES inadequate infrastructure -hardware poor power supply.
The pre-service teachers had to take turns to use the computer systems.
irregular Internet access
inadequate technical support

31. CHALLENGES-DESIGN
“task” component and “process” component the most challenging
Have to do
with creativity and critical thinking skills.
Nature of learning hitherto

32. CHALLENGES
the teachers were still excited and eager to complete their design.
could be due to
the novelty of the technology
nature of training
opportunity to work hands-on.
As the country continues to implement its ICT policy especially in the educational sector, it is expected that the issue of Internet access, adequate bandwidth and infrastructure would be addressed.

33. Provide technical support
RECOMMENDATIONS
Provide technical support
Provide trainees with variety of scenarios which they can adapt
Group work preferred

34. CONCLUSION
This study has shown that through appropriate training models, teachers can acquire the necessary skills that will help them to design and develop technology tools that can facilitate effective teaching and learning.

35. THANK YOU
A DUPE
NA GODE
I MELA