Integrating Information and Communication Technology into the Teaching of Basic Technology Among Selected Junior Secondary Schools in Iseyin Local Government Area, Oyo State
Main Article Content
Abstract
This study evaluates the integration of Information and Communication Technology (ICT) into the teaching of Basic Technology among selected junior secondary schools in Iseyin Local Government Area Oyo State. Three research questions guided the study and a descriptive survey research design was employed. The population of this study comprises 48 Basic Technology teachers in the 22 public secondary schools in Iseyin L.G.A. Total enumeration was used to select the 48 Basic Technology teachers as the study sample. Data was collected using structured questionnaires titled ‘Integration of ICT Questionnaire (IICTQ)’. The questionnaire was based on 4-point modified Likert Scale of Strongly Agreed (SA-4), Agreed (A-3), Disagreed (D-2) and Strongly Disagreed (SD-1). The questionnaire was face and content validated by three experts from the Department of Technology Education, Emmanuel Alayande University of Education, Oyo. 0.89 reliability coefficient was obtained through Cronbach Alpha reliability coefficient. Data collected were analyzed using descriptive and inferential statistics. Findings revealed need for substantial investment in ICT infrastructure, comprehensive training programs for teachers, and continuous technical support to enhance the effective integration of ICT in teaching and learning. Addressing these challenges is crucial for leveraging the potential of ICT to improve educational outcomes in Nigerian secondary schools. Therefore, it was recommended that ICT centres should be established in all level of education and fund be made available to purchase computers and other ICT equipment.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
How to Cite
References
Afzal, A., Khan, S., Daud, S., Ahmad, Z., & Butt, A. (2023). Addressing the Digital Divide: Access and use of technology in education. Journal of Social Sciences Review, 3(2), 883–895. https://doi.org/10.54183/jssr.v3i2.326
Agbetuyi, P., & Oluwatayo, J. A. (2012). Information and Communication Technology (ICT) in Nigerian educational system. ResearchGate. https://doi.org/10.5901/mjss.2012.v3n3p41
AlQashouti, N. M., Yaqot, M., & Menezes, B. C. (2024). Online Learning and Teaching during the COVID-19 Pandemic in Higher Education in Qatar. Sustainability, 16(6), 2265. https://doi.org/10.3390/su16062265
Amponsah, K. D., Aboagye, G., Narh-Kert, M., Commey-Mintah, P., & Boateng, F. (2022). The impact of internet usage on students’ success in selected senior high schools in Cape Coast metropolis, Ghana. European Journal of Educational Sciences, 9 (2), 1-18. https://doi.org/10.19044/ejes.v9no2a1
Arias, O., Evans, D. K., & Santos, I. (2019). The Skills Balancing Act in Sub-Saharan Africa: Investing in Skills for Productivity, Inclusivity, and Adaptability. In Washington, DC: World Bank and Agence française de développement eBooks. https://doi.org/10.1596/978-1-4648-1149-4
Blessinger, P., & Sengupta, E. (2022). Innovative teaching and learning in higher education: The role of ICT. In P. Blessinger & E. Sengupta (Eds.), Teaching and learning in higher education (pp. 1-20). Cogitatio Press.
Digital Economy for Africa. (2019). In World Bank, Washington, DC eBooks. https://doi.org/10.1596/31841
Johnson, A. M., Jacovina, M. E., Russell, D. E., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 13-29). New York: Taylor & Francis.
Joseph, M. (2019). Challenges of educational digital infrastructure in Africa: A tale of hope and disillusionment. Journal of African Studies and Development, 11(5), 59–63. https://doi.org/10.5897/jasd2019.0539
Mapisa, B. Z., & Makena, B. (2024). The impact of ICT adoption in enhancing teaching and learning in primary schools of Amathole East District, Eastern Cape. Research in Social Sciences and Technology, 9(1), 213-231. https://doi.org/10.46303/ressat.2024.12
Olufunke, D. N. (2012). Teachers’ Awareness Of Nigeria’s Educational Policy On Ict And Its Effect On The Use Of Icts In Oyo State Secondary Schools. Švietimas Politika Vadyba Kokyb / Education Policy Management And Quality, 4(1), 28–39. https://doi.org/10.48127/spvk-epmq/12.4.28
Randieri, C. (2024, August 13). Personalized Learning and AI: Revolutionizing education. Forbes. https://www.forbes.com/councils/forbestechcouncil/2024/07/22/personalizedlearning-and-ai-revolutionizing-education/
Ratheeswari, K. (2018). Information Communication Technology in education. Journal of Applied and Advanced Research, S45–S47. https://doi.org/10.21839/jaar.2018.v3is1.169
Taole, M. J. (2024). ICT integration in a multigrade context: Exploring primary school teacher experiences. Research in Social Sciences and Technology, 9(1), 232-252. https://doi.org/10.46303/ressat.2024.13
Tarman, B., Kilinç, E., & Aydin, H. (2019). Barriers to the Effective Use of Technology Integration in Social Studies Education. Contemporary Issues in Technology and Teacher Education, 19, 736-753.