Professional Development Program on Teacher-Librarians’ Attitudes towards Educational Technology and Digital Learning Resources for Inclusion in Public Secondary Schools

Abstract

This study takes a look at the impact of professional development program on teacher-librarians’  attitudes towards educational technology and digital learning resources (DLR) for inclusion in public secondary schools.     The study was guided by three reseacrh questions and adopted quasi-experimental research design with a sampled population of 85 teacher-librarians selected from 85 public secondary schools through random sampling techniques.  The instrument used for data collection was Likert type structured 6 points questionnaire.  Data collection was done digitally through email with a link to the online surveys both at the start and at the end of the program periods.   A two-way repeated measures ANOVA  was used to analyze data collected with which answers to the research questions as they concern teacher-librarians in public secondary attitudes towards educational technology and the effect of group on changes in participants’ perceptions of the benefits of DLR for inclusion were provided. The results were presented in table and the outcome inter-alia revealed that teacher-librarians’ attitudes towards eduational technology were generally positive and that one of the greatest challenges being faced, is balancing their attention between the library as a whole and students with special and complex needs who demand extra support.    The study based on the findings, recommended among other things that the teacher-librarians should be practically at intervals, exposured to technology over time and that school library management and government should provide the needed enabling environment for students with learning disabilities.