Computer Self-Efficacy and Attitude of University of Ibadan Pre-Service Teachers Towards the Use of Digital Storytelling as a Delivery Method of Instruction

Teaching-learning process is rapidly becoming technology driven with the integration of technological devices to facilitate instructional delivery. Teachers across all levels of education are expected to be technology compliant, if they are to function effectively in the 21^st Century classroom environment and meet the expectations of today’s learners who are considered to be digital natives. However, studies have shown that educators need to do more in the area of training pre-service teachers on how to use technology to engage learners in classroom activities. There is, therefore, a need for a more robust strategy that could sharpen the digital literacy of the teachers, especially, at the teacher training institutions. Digital Storytelling goes beyond the capabilities of traditional storytelling by taking full advantage of the affordances provided by digital multi-media tools to engage learners in classroom activities.Also, teachers’ computer self-efficacy and attitude have been touted as critical factors that could hinder the effective integration of technology in instructional delivery process. Thus, this study examined computer self-efficacy and attitude of pre-service teachers towards the use of digital storytelling as a delivery method of instruction. Seventy-three pre=service teachers were randomly selected for the study and they were exposed to the rudiments of creating digital storytelling in the practical classes that were designed for the purpose. The results revealed positive correlation between pre-service teachers’ computer self-efficacy and the use of digital storytelling and also between attitude and the use of this strategy. Furthermore, the findings showed that attitude, computer self-efficacy and gender had composite effect on pre-service teachers’ use of DST in their future professional practices. Computer self-efficacy, attitude and gender contributed 34%, 35.9% and 21.1% respectively to the use of digital storytelling for classroom instructions. In conclusion, some factors like teachers’ computer self-efficacy and attitude, which could hinder the effective integration of this strategy for instructional delivery should be well addressed at all levels of education system.