TECHNOLOGY ENHANCED LEARNING TOOLS USAGE AND INSTITUTIONAL POLICY FRAMEWORKS AMONG TVET TEACHERS: THE MODERATING ROLE OF WORK EXPERIENCE

The study investigated the role of work experience on institutional policy framework, access and utilization of Technology Enhanced Learning (TEL) tools among TVET teachers in Nigerian tertiary institutions. Two research questions and two null hypotheses guided the study. The sample for the study was 318 teachers from six tertiary institutions that offer Vocational and Technical Education programmes in Nigeria. Instrument for data collection was developed by the researchers and was validated by five experts in Vocational and Technical Education. The overall reliability index of the instrument was 0.81. Results from collected data revealed that many institutional policy frameworks run in TVET institutions do not promote technology enhanced learning; there is a positive relationship between access to TEL resources and years of experience; gender does not play a significant role in the use and access to TEL tools. It is recommended that TVET institutions should draw up policies that encourage TEL use; and engage teachers with TEL as they advance in their professional experiences, irrespective of gender.