MANAGING TEACHER CAPACITY FOR TECHNOLOGY-ENHANCED LEARNING: BRIDGING THE DIGITAL DIVIDE IN RURAL SECONDARY SCHOOLS IN SOUTH-EAST, NIGERIA
This study examined strategies for managing teacher capacity for technology-enhanced learning in rural secondary schools in South East, Nigeria. The study adopted a descriptive survey research design. The population consisted of 47,320 principals and teachers in 1,820 public rural secondary schools in the zone. A sampl...