**4. The implication of the finding**

The finding of the study has some implications for teacher education in Nigeria. Teacher education in Nigeria is critical to the nation's development [51, 52]. However, teacher education in Nigeria is facing many challenges such as curriculum [53, 54], poor pedagogy [55, 56], low enrolment [57], poor teachers' welfare [58], insufficient funding [59], low societal value [6] and recently, COVID-19 [60]. Critical among these challenges is the issue of Information Communication and Technology [61, 62]. This finding implies that these Colleges' lecturers are not engaging in electronics learning because they do not have the required devices. The teaching paradigm has shifted from face-to-face classrooms to mobile electronic learning because of the COVID-19 pandemic [53, 63]. Students were engaged in remote learning at their homes during the international lockdown. Given this, students in many Colleges of Education in Nigeria must have missed a lot because lecturers do not have the technologies for this teaching mode. Technologies have replaced the conventional method of teaching and learning worldwide.

Therefore, this research implies that the Nigerian Colleges of Education stakeholders should inject more funds into mobile and e-learning. The emergence of COVID-19 has brought changes to education globally [64–68]. Teachers and students are adopting online content delivery modes in schools because of COVID-19 [69]. However, teaching and learning during this period may not be possible in Colleges of Education through the online paradigm [53, 70–73].
