Utilisation of Educational Technology in In-Service Teacher Training Programmes in Cross River State, South South Nigeria

This study examines the extent to which educational technology tools are utilised in in-service teacher training programmes in Cross River State, South South Nigeria. The quality of in-service teacher development is a key driver of instructional improvement in schools, and technology-enhanced training modalities can extend reach, flexibility, and impact beyond traditional face-to-face workshops. A descriptive survey design was employed with a sample of 100 teachers who had attended state-organised in-service training programmes in Calabar, Ikom, and Ogoja over the preceding two years. A validated questionnaire assessed types of technology used during training, perceived effectiveness of technology-enhanced sessions, and suggestions for improvement. Data were analysed using descriptive statistics. Findings indicate that in-service training sessions rely primarily on PowerPoint presentations and projectors, with limited integration of simulation tools, online collaborative platforms, or blended delivery approaches. Participants rated technology-enhanced sessions as more engaging than purely lecture-based sessions but expressed disappointment at the absence of hands-on technology practice. The study recommends that the Cross River State Teacher Professional Development Unit redesign in-service training curricula to include structured technology practice components and online follow-up modules that extend learning beyond residential training events. Keywords: in-service teacher training, educational technology, Cross River State, professional development, blended training