Root Causes of the Shortage of Educational Technology Experts: Implications for Teaching and Learning in Tertiary Institutions in Rivers State, Nigeria

The study examined the root causes of the shortage of Educational Technology experts and implications for Educational Teaching and Learning in Tertiary institutions in Rivers state Nigeria. The study was guided by the following: 3 objectives of the study, 3 research questions and a research hypothesis. Descriptive Survey research type was used in the study. The study was carried out in Rivers State in Nigeria. A total of 4,000 people comprising experts in educational technology, faculty, administrators, and students of selected tertiary institutions in Rivers State, were the study population. The population was divided into groups and the stratified random sampling technique was used. Stratified random sampling technique was used where the population was divided into groups and sample size was 400. A structured questionnaire was the main instrument used to collect data. This was designed to obtain data on the cause of the lack of educational technology experts. To maximize the response rate this questionnaire was administered online and by face-to-face. Participants were emailed and posted on social media feed a link for the online administration. If administration was to be done in the face-to-face approach, trained Research Assistants were given questionnaires during the scheduled class meetings or meetings in the selected institutions. Descriptive data analysis (mean and standard deviation) was used in the analysis of data obtained from the questionnaires. Consequently, based on the findings, the following recommendations were made; Educational institutions should develop educational technology training programs and expand them. Immediate links to universities and technical colleges can help to develop specialist courses which enable students to learn the skills that are required. It will be wise to allocate special resources from the government and institutions for funding educational technological-focused projects. This encompasses investment in infrastructure, resources and teacher professional development.