Abstract

This study compares teacher trainee students (TTSs), electronic learning technology (ELT) readiness, competence as well as their constraints to ELT readiness using 373 University education students’ from Botswana and Nigeria that are randomly selected. Data was descriptively analysed based on the research objectives and hypotheses using mean analysis, frequency counts, independent t-test and Pearson correlation analysis. Results indicate a significant difference between Botswana and Nigerian TTSs’ in ELT preparation t (371) = -6.26, p<0.05 and competency t (371) = -1.96, p<0.05. However, Nigeria seems better prepared and more competent than their counterpart. Results further indicate a significant relationship r (371) =0.274, p=0.05 between TTSs ELT preparedness and their competence irrespective of their location. This indicates that TTSs mode of preparation influenced their competency in ELT. Students are faced with many challenges ranging from lack of ELT knowledge, technical staff, computers, internet connectivity, power outage, interest among others. This has implications for teacher preparation and global practices.

Key words: Botswana, competence, E-learning technology, Nigeria, readiness.