Teachers’ Perspectives and Attitudes in Integrating Technology into Mechanical Craft Practice Teaching in Technical Colleges in Lagos State, Nigeria

This study investigated teachers’ perspectives and attitudes toward integrating technology into mechanical craft practice teaching in Lagos State technical colleges. Two research questions and two hypotheses tested at 0.05 level of significance was used for the study. A descriptive survey design was used to collect data from 24 teachers across four colleges The population of the study was twenty-four mechanical craft practice teachers from four technical colleges that offered the course which made up the sample size. No sampling technique was used in the study. The instrument for the data collection was a self-constructed questionnaire titled Teachers’ Perspectives and Attitudes toward Integrating Technology into Mechanical Craft Practice Teaching’. The instrument was designed in a 5-point like scale of requirement. The questionnaire underwent face validation by three experts: two from the Department of Industrial Technical Education, College of Vocational and Technology Education, Tai Solarin University of Education, Ijagun Ijebu, Ogun State, Nigeria, and one additional mechanical craft practice expert was used. The internal consistency of the instrument was determined using the Cronbach-Alpha method, and its reliability was further established through the test-retest technique. A trial test was conducted with mechanical craft practice students from technical college, Ayetoro Egbado, Ogun State, Nigeria. The reliability coefficient was calculated to be 0.81, indicating that the instrument was reliable and valid for the study. The instrument was administered by the researchers. Data collected were analyzed using mean and standard deviation for the research questions, while t-test was used to test the hypotheses. Findings revealed that teachers generally have a positive attitude toward technology integration. However, challenges such as inadequate infrastructure, lack of trained personnel, and insufficient funding hinder effective implementation. Recommendations include policy interventions, professional development, increased investment in technological infrastructure, curriculum enhancement, and industry collaboration to improve teaching and student engagement.