Adoption of Educational Technology in Teacher Education in Kwara State Universities: An Extended TAM Approach

Abstract

This study investigated the factors influencing lecturers’ adoption of educational technology in Nigerian university teacher education programmes, using an extended Technology Acceptance Model (TAM) framework. Drawing on recent literature and policy sources, it reviewed how variables beyond TAM’s core constructs (perceived usefulness and ease-of-use) affect adoption. This study adopted a quantitative survey design, and stratified, purposive and simple random sampling techniques were used to select 150 respondents from Faculties of Education across 6 Nigerian universities in Kwara State. The study raised 4 research questions and formulated 1 hypothesis. Mean and Standard Deviation were used to answer the research questions, while Multiple regression analysis was used to test the hypothesis. The results show a high level of adoption (WM = 2.86), with strong use of technology for communication and engagement, though multimedia use is slightly lower. Respondents strongly perceive educational technology as useful (WM = 3.04), especially in improving teaching and learning outcomes. Ease of use is moderate (WM = 2.78), indicating general usability with minor technical challenges. External support is moderate (WM = 2.65), with infrastructure challenges limiting effective adoption. The multiple regression analysis revealed that perceived usefulness, perceived ease of use, and external factors significantly predict lecturers’ adoption of educational technology (R² = 0.50, p < 0.05). Perceived usefulness emerged as the strongest predictor; therefore, the null hypothesis was rejected. The study concludes that understanding contextual factors (training, management support, and curriculum relevance) is key to promoting educational technology use among lecturers. It recommended targeted interventions (enhanced professional development, robust ICT policies) and suggests areas for future research to fill the data gaps in this field.