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CONTEXTUAL AND DISPOSITIONAL FACTORS OF INFORMATION AND COMMUNICATION TECHNOLOGY UTILIZATION AMONG TEACHERS OF CHILDREN WITH INTELLECTUAL DISABILITY IN NIGERIA

M. Orim1, S. Orim2

1University of Calabar (NIGERIA)
2Palacky University (CZECH REPUBLIC)
This study investigated contextual and dispositional factors of Information and Communication Technology (ICT) utilization among teachers of children with intellectual disability in Nigeria. A survey of 1500 teachers of children intellectual disability from South-south and South-east Geopolitical Zone of Nigeria was done through purposive sampling technique. Three null hypotheses were formulated to direct the study. A 40 item questionnaire with a 4 point rating scale and reliability coefficients of 0.80 to 0.82 was used to canvass opinions of teachers on the perceived extent to which teachers’ competence; classroom management skills, attitudes and self-efficacy predict ICT utilization in the classroom. The data collected were statistically analyzed using Pearson correlation and Multiple Regression Analysis.

The findings revealed that teachers’ competence, classroom management skills, attitudes and self-efficacy predict and determine the extent to which teachers utilize ICT in instructional classroom. It was recommended among others that ICT literacy and its pedagogical application should form a major part of the initial training (pre-service) that provides teachers with a solid foundation of knowledge; competency in teaching, and proficiency in using a variety of educational resources in teaching children with intellectual disability