Authors : Eneje, Benjamin O.; Eze, Hyacinth O.; Asogwa Emeka C; Odo Fredrick C.

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/nw56x9pd

Scribd : https://tinyurl.com/ymd59nay

DOI : https://doi.org/10.38124/ijisrt/25jul661

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : The study ascertained the extent to which teachers applied emerging technologies in classroom instruction delivery in secondary schools in Enugu State. The study was guided by two research questions and tested two null hypotheses at a 0.05 significance level. A descriptive survey research design was employed. The study population included 1,892 teachers, with a sample size of 356 respondents selected through purposive random sampling. Data was collected using a structured questionnaire developed by the researchers, titled “Teachers’ Application of Emerging Technologies in Classroom Instruction Questionnaire (TAETCIQ).” The questionnaire included 15 items based on the research questions. The validity of the instrument was confirmed by three research specialists from the Faculty of Education at Enugu State University of Science and Technology (ESUT). The instrument’s reliability was assessed using Cronbach's Alpha method, yielding values of .83 for Cluster 1, .81 for Cluster 2, and an overall reliability index of .82, indicating good reliability. Mean and standard deviation were used to analyze the research questions, while a t-test statistic was applied to test the null hypotheses. The findings revealed that teachers applied emerging technologies such as Blockchain Technology and cloud computing to a very low extent. It was recommended that educational authorities should organize targeted professional development programs and workshops for teachers, focusing on the practical application of emerging technologies such as Blockchain and cloud computing in teaching. These training sessions should be tailored to the specific needs and technical comfort level of teachers.

Keywords : Emerging Technologies, Classroom Instruction, Secondary Schools, Teachers’ Application, Enugu State.

References :

1. Alammary, A., Zaid, A., & Al-Ghamdi, S. (2019). The integration of blockchain technology in education: A systematic review. International Journal of Educational Technology in Higher Education, 16(1),
2. Alqahtani, M., & Mohammad, H. (2015). Mobile applications' impact on student performance               and satisfaction. Turkish Online Journal of Educational Technology, 14(4), 102-112.
3. Anih, A. A. & Ukeh, B. O. (2024). Awareness of artificial intelligence assisted tools for research writing among students in Federal University Otuoke, Bayelsa State. FUO Journal of Educational Research, 3(3), 203-210
4. Armbrust, M., Fox, A., Griffith, R., Joseph, A. D., Katz, R. H., Konwinski, A., ... & Zaharia, M. (2015). A view of cloud computing. Communications of the ACM, 53(4), 50-58.
5. Butler, J. (2015). Gender trouble: Feminism and the subversion of identity. Routledge.
6. Connell, R. W. (2015). Masculinities (2nd ed.). University of California Press.
7. Federal Republic of Nigeria. (2013). National Policy on Education. Lagos, NERDC press.
8. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2016). NMC Horizon Report:     2016 K-12 Edition. The New Media Consortium.
9. Johnson, M., & Cummins, P. (2020). Barriers to the adoption of cloud computing in education: A study of infrastructure and training gaps.Journal of Educational Technology, 15(2), 34-48.
10. Keengwe, J., & Onchwari, G. (2015). Computer technology integration and student learning:  Barriers and promise. Journal of Science Education and Technology, 20(1), 17-24.
11. Kshetri, N. (2021). Blockchain and education: The transformative potential of blockchain in education. Educational Technology & Society, 24(2), 28-42.
12. Masor, G. U., Ibok, E. E. & Etura, C. S. (2023). Teacher instructional behaviour as a predictor of students’ academic performance in mathematics in Calabar education zone of Cross River State, Nigeria. Prestige Journal of Counselling Psychology, 6(2), 20-29.
13. Mell, P., & Grance, T. (2016). The NIST definition of cloud computing (No. SP 800-145). National Institute of Standards and Technology.
14. Nwakpa, P. (2017). Student personnel management: A panacea for effective secondary school administration in Nigeria. Journal of Research in Humanities and SocialScience, 3(5), 62-64.
15. Ogunbiyi, O. D. (2018). Influence of community participation in decision-making on the administration of public secondary schools in Benue State, Nigeria. Global Journal of Human-Social Science: G Linguistics & Education; 18(10), 23-27.
16. Okechukwu, O. & Ukeh, B. O. (2022). Awareness of cloud computing services in Tertiary     Institutions in Enugu State. International Technology Research Journal, 8(1).
17. Okeke, N. I., Okaforcha, C., & Ekwesianya, A. (2019). Attrition and strategies for teacher retention in secondary schools in Anambra State. Global Journal of Education, Humanities and Management Sciences (GOJEHMS); 1(1), 148-156.
18. Spector, J. M. (2012). Foundations of Educational Technology: Integrative Approaches and Interdisciplinary Perspectives. Routledge.
19. Unachukwu, G. O. & Odumodu, A. C. (2015). Management support practices for teacher supervision in secondary schools in Anambra State, Nigeria. 21st Century Academic Forum Conference Proceeding, 2015 Conference at Hazard.
20. West, C., & Zimmerman, D. H. (2017). Doing gender. Gender & Society, 1(2), 125–151.
21. Zhao, L. (2021). Challenges in integrating cloud technologies into classroom instruction: The role of development.Educational Innovations Review, 12(3), 75-89.
22. Zheng, Z., Xie, S., Dai, H., Chen, X., & Wang, H. (2017). An overview of Blockchain technology: Architecture, consensus, and future trends. In 2017 IEEE International Congress on Big Data (557-564).