Integrating technology in teaching and learning practices: students’ competencies

Abstract

Technology usage in teaching and learning is not a new pedagogical practice and the benefits of its adoption are noted in the literature. However, an area that is often neglected when integrating technology into teaching and learning is the competency level of the would-be learners or students. This study investigated student competency levels based on factors such as their prior exposure to computers and the availability of facilitating conditions such as human or technical support. The study adopted a descriptive approach and was quantitative in nature. Data was collected from 368 students by means of a questionnaire. Descriptive statistics were obtained through quantitative analysis and the computer-based assessment acceptance model (CBAAM) was adopted. The results showed that the provisioning of facilitating conditions in a technology-integrated academic environment positively influences student competency in the use of technology. Furthermore, results showed that prior exposure to computers significantly impacts student competency levels in such an environment.