INTEGRATING DIGITAL TECHNOLOGY SKILLS IN EARLYCHILDHOOD EDUCATION FOR SUSTAINABLE INNOVATIVE TEACHING IN PRIMARY SCHOOLS IN OYO STATE
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The paper examines the integrating digital technology skills in early childhood education for sustainable innovative teaching in primary schools in Oyo State. The study adopted a descriptive survey research design. Population comprises of all primary school teachers in Afijio Local Government in Oyo State, Nigeria. The sample size for this study comprises of ten (10) primary schools in which ten (10) teachers were randomly selected to make a total of 100 respondents for the study. A self-developed questionnaire was used as instrument for data collection. It was developed in closed-ended of Agree or Disagree. The instrument was moderated by an expert who affirmed its validity. Reliability of the instrument was determined using Cronbach Alpha and the value of 0.84 was obtained which is reliable enough for this study. Data collected were analyzed using simple percentage, mean and standard deviation statistical tools. Findings revealed that the integration of digital technology skills in Early Childhood Education (ECE) is crucial for fostering sustainable and innovative teaching practices in primary schools in Oyo State. By equipping educators with digital competencies, schools can enhance the quality of teaching and learning, making education more engaging, interactive, and aligned with 21st-century skills. The adoption of technology not only facilitates access to a broader range of educational resources but also supports personalized learning experiences and collaboration among pupils. It was therefore recommended that teachers should receive continuous professional development to enhance their digital technology skills and keep up with emerging educational technologies. This training will ensure they are well-equipped to implement innovative teaching practices effectively.
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