Assessing the value of a technology integration professional development: A case study of ECHO Education Nigeria

Educators in underserved regions of Nigeria, like their counterparts in rural and underserved areas globally, face significant challenges in accessing effective professional development (PD). This study addressed the gap in meaningful PD opportunities for educators in these communities. The purpose was to examine the experiences of educators who participated in ECHO Education Nigeria (EEN), a virtual community of practice focused on technology integration, to understand the value created for participants. The study was guided by Wenger – Trayner and Wenger – Trayner (2020) value creation framework. A qualitative case study approach was employed, with two main research questions shaping the study. Data were collected through Value Creation Survey, observation of EEN sessions, one-on-one interviews and social media engagement to ensure rigor. Findings indicate that EEN’s PD, grounded in experiential technology integration training and ongoing collaborative engagement, enabled educators to strengthen their capacity to integrate technology effectively within their teaching contexts. For practice, the study recommended actively involving educators in the planning and implementing PD, providing hands-on experience and sufficient time for meaningful collaboration. For future research, attention should be given to the factors that motivate or hinder educators’ engagement in virtual communities of practice, as well as the sustainability and scalability of such initiatives. In summary, ECHO Education Nigeria demonstrates that well-designed, collaborative virtual PD can enhance educators’ professional skills and support technology integration in underserved educational contexts.