Professional Development Program on TeacherLibrarians’ Attitudes Towards Educational Technology and Digital Learning Resources for Inclusion in Public Secondary Schools.

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Bibliographic Details
Title:	Professional Development Program on TeacherLibrarians’ Attitudes Towards Educational Technology and Digital Learning Resources for Inclusion in Public Secondary Schools.
Authors:	Onwubiko, Emmanuel¹ emmabikos@gmail.com
Source:	School Libraries Worldwide. Jan-Jun2026, Vol. 31 Issue 1, p1-15. 15p.
Subject Terms:	Educational technology, Library media specialists, Public schools, Teaching aids, Inclusion (Disability rights), Capacity building
Abstract:	This study takes a look at the impact of professional development programs on teacher-librarians’ attitudes towards educational technology and digital learning resources (DLR) for inclusion in public secondary schools. The study was guided by three research questions and adopted quasiexperimental 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 educational 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 teacherlibrariansshould be practically at intervals, exposed to technology over time and that school library management and government should provide the needed enabling environment for students with learning disabilities. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study takes a look at the impact of professional development programs on teacher-librarians’ attitudes towards educational technology and digital learning resources (DLR) for inclusion in public secondary schools. The study was guided by three research questions and adopted quasiexperimental 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 educational 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 teacherlibrariansshould be practically at intervals, exposed to technology over time and that school library management and government should provide the needed enabling environment for students with learning disabilities. [ABSTRACT FROM AUTHOR]
ISSN:	10239391