T.A. Umoru, Daniel Dazan Zakka


Adaptation to new methodologies in education demands that teachers adequately possess relevant new technology competencies for teaching. It is against this backdrop that this study determined the interactive technology competencies required by teachers of office technology and management for teaching in Polytechnics in North central Nigeria. One research question guided the study and the hypothesis of no significant difference was tested using the independent t-test at 0.05 level of significance. Descriptive survey design was adopted. The population of the study which was also adopted as the sample consisted of 85 teachers of office technology and management (OTM) drawn from Polytechnics in North central Nigeria. The main instrument for data collection was a four point rating scale questionnaire with 15 items. The data collected were analysed using mean and standard deviation to answer the research questions and determine the homogeneity or otherwise of the respondents while the independent t-test was used to test the hypothesis. The findings revealed that OTM teachers required competencies in the use of interactive multimedia and presentation application and web 2.0 tools for teaching in Polytechnics. The study further revealed that there was no significant difference between the mean response of experienced and less experienced teachers of OTM on the interactive technology competencies needed for teaching in Polytechnics (t80 = 0.251, P>0.05). It was concluded that the possession of interactive technology competencies by OTM teacher will make for greater efficiency and effectiveness in their performance. Based on the findings and conclusion of the study, it was recommended among others that Polytechnic authorities should take the issue of teacher development and re-training with all the seriousness it deserves by organizing workshops, seminars, conference and in-service training for teachers.


Key words: Interactive technology; Competency; Secretarial outcomes.

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