The phenomenal advancement of technologies is enhancing digital pedagogy among educators across the globe. This study investigated digital savviness, readiness and smart mobile technology use patterns among lecturers for digital pedagogy in polytechnics in Niger Delta, Nigeria. The correlational study collected data from 86 lecturers in the 9 polytechnics in Niger Delta offering library and information science. A total enumeration sampling technique was adopted for the study. A closed-ended structured questionnaire was used for data collection. Descriptive statistics such as simple percentage, frequency counts, mean and standard deviation, and inferential statistics were used for data analysis. The study found a high level of digital savviness and readiness to use smart mobile technology for digital pedagogy among the lecturers. However, there are selective and uneven usage patterns of the technology, in favour of communication and content distribution functions than on classroom and instructional or device-based teaching activities. The study found a significant relationship between digital savviness and the usage pattern of smart mobile technologies, and between digital readiness and usage pattern of smart mobile technologies among lecturers for digital pedagogy in polytechnics in Niger Delta, Nigeria. It was concluded that digital savviness and readiness to use smart mobile technology signals the wide adoption of mobile educational technology tools in modern times. It was recommended that the lecturers should enhance their digital savviness by attending training and workshops on application of digital technologies in teaching
Eserada1 et al. (Thu,) studied this question.