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The study examines the impact of the pandemic on teacher education and argues for integrating Information and Communication Technology (ICT) into teacher programmes. It also identifies ICT utilization challenges and recommends providing modern ICT tools for effective teaching, learning, research, and information dissemination.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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NIGERIA  \nEMMANUEL TAIWO AKINOLA  \nBowen University, Nigeria  \nFESTUS OLUWOLE AFOLABI  \nAdeyemi College of Education, Nigeria  \nOLUWASEUN AYOOLUWA AFOLABI  \nUniversity of Ibadan, Nigeria  \nIBIAM DICK DIKE  \nAdeyemi College of Education, Nigeria  \nABSTRACT  \nTeacher education in Nigeria today is highly recognized as the foundation of the nation’s educational system, which contributes significantly to the development of other sectors in the nation’s economy. The COVID – 19 pandemic outbreak in Nigeria in the last twelve months has adversely affected teacher education programmes in Nigeria leading to suspension of academic and research activities in the institutions as a result of nation-wide lock down for seven months. This study specifically focuses on how Nigeria aims at achieving a buoyant and efficient economy and accelerated transformation through the production of high quality and well-motivated teachers for all levels of education by integration of Information and Communication Technology (ICT), into teacher education programmes. The study examined the impact of COVID-19 Pandemic on teacher education programmes in Nigeria and justified the inevitable need for integrating ICT into teacher programmes. It also identified the challenges of ICT utilization in teacher education programmes in Nigeria. It was recommended among others that the stakeholders must endeavour to provide the teacher education institutions with modern ICT tools and facilities for effective teaching, learning, conducting research and dissemination of information in the institutions, so as to achieve the lofty goals of teacher education in Nigeria.  \nINTRODUCTION  \nTeacher education is accorded high recognition in Nigeria, as the foundation of the nation’s educational system, which contributes significantly to the development of other sectors in the nation’s economy. As succinctly remarked by Afolabi and Loto (2014), teacher education constitutes the root of the educational system that supports and nourishes all other parts of the system. If this root is destroyed or not given prominent attention it deserves, the educational system in all its entirety will collapse and consequently development and growth in all the sectors of the economy will remain standstill. Also, Afolabi (2016) affirmed that teacher education equips the individual with relevant knowledge, skills and attitudinal orientation required to forge ahead in one’s chosen career in life and contribute to the economic growth of the nation. It also helps in building, improving and integrating the nation’s socio-cultural values that pave way to national development. The importance of teacher  \nEducational Planning | Summer 2023 21 Vol. 30, No. 3  \neducation in Nigeria is further re-echoed in the National Policy on Education (2014) . It is explicitly stated in Paragraph 70 of the document that, since no education system may rise above the quality of its teachers, teacher education shall continue to be given major emphasis in all educational planning and development.  \nThe services of teachers to a nation are very crucial, for they are more than any professional group that influence the lives of the entire citizenship and the nation’s future. The high quality teachers produced by various institutions running teacher education programmes in Nigeria would undoubtedly utilize their acquired knowledge, skills and attitudinal values to train and develop high level of manpower in various disciplines such as medicine and surgery, pharmacy, nursing, agriculture, science and technology, banking and finance, law, engineering, accountancy, architecture, marketing, insurance, business administration and other fields of study required for the socio-economic and technological emancipation of the nation. A nation that aims at achieving a buoyant and efficient economy and accelerated national de","cbCainhfFkUSS3lD","https://ap.wps.com/l/cbCainhfFkUSS3lD","pdf",199789,11,"English","# Abstract\n# Introduction\n## Importance of teacher education in Nigeria\n## Quality assurance in teacher education\n## Need for ICT integration and teacher ICT readiness","[{\"question\":\"How did the COVID-19 pandemic affect teacher education programmes in Nigeria?\",\"answer\":\"The pandemic led to suspension of academic and research activities due to a nationwide lockdown lasting seven months, adversely affecting teacher education programmes.\"},{\"question\":\"Why does the study emphasize integrating ICT into teacher education?\",\"answer\":\"ICT integration is presented as a means for producing high-quality, well-motivated teachers and supporting educational and economic transformation through ICT-enabled teaching and dissemination of information.\"},{\"question\":\"What challenges related to ICT utilization are identified in teacher education programmes?\",\"answer\":\"The study identifies challenges of ICT utilization in teacher education programmes in Nigeria and stresses the need to address them for effective implementation.\"}]","INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY INTO TEACHER EDUCATION PROGRAMME DURING COVID-19 PANDEMIC ERA IN NIGERIA | PDF",1792095726,28]