FOSTERING GOOGLE APPS FOR EDUCATION (GAfE): THE CONCEPTUAL FRAMEWORK

Google App for Education is a technological tool built on web 2.0 ideologies predominantly for coaching, collaborating and mentoring for social contacts and sharing of ideas. However, regardless of it use and value to learning by the lecturers it has not been considerably established. Therefore, the...

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Bibliographic Details
Published inBulgarian journal of science and education policy Vol. 13; no. 1; pp. 34 - 49
Main Authors Odewumi, Michael Olubunmi, Ahmed, Mulkah Adebisi
Format Journal Article
LanguageEnglish
Bulgarian
Published Sofia The University of Sofia 01.07.2019
University of Sofia
Subjects
cloud-based
Educational Environment
Educational Objectives
Educational technology
Elementary School Teachers
gender
Information sharing
learning
lecturers
Mathematics Skills
perception. web 2.0
Software
World Wide Web
Nigeria
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Summary:Google App for Education is a technological tool built on web 2.0 ideologies predominantly for coaching, collaborating and mentoring for social contacts and sharing of ideas. However, regardless of it use and value to learning by the lecturers it has not been considerably established. Therefore, the study sought to; identify the GAfE tools utilised by the lecturers; investigate how often the lectures used GAfE; examined difference between lecturers use of GAfE and for instruction and investigates lecturers understand the usefulness of GAfE. Study was a descriptive of cross-sectional employing survey method with purposive sampling of 153 lecturers across the tertiary institution in Oyo State, Nigeria. Stratified sampling technique is used to choose lecturers along institution and gender. Researchers designed structured questionnaire was administered to 153 lecturers (76 males and 77 females). Mean scores was used to answer research questions, while the two hypothesis are tested with: t-test and Analysis of Variance (ANOVA). The findings revealed that lectures usefulness of GAfE is positive, no significant amid male and female and their institution on the use of GAfE. It must be stated that lecturers' confidence, boldness, and interaction involvement in using GAfE for learning should be encouraged.
ISSN:1313-1958
1313-9118