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An assessment of secondary school teachers uses of ICT's: implication for further development of ICT's use in Nigerian secondary school
The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries. Thi...
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2007-07
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| LEADER | 00000njm a2000000a 4500 | ||
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| 001 | oai:repository.ui.edu.ng:123456789/10922 | ||
| 042 | |a dc | ||
| 720 | |a Tella, A. |e author | ||
| 720 | |a Tella, A. |e author | ||
| 720 | |a Oluwole, M. |e author | ||
| 720 | |a Toyobo, M. O. |e author | ||
| 720 | |a Adika, L. O. |e author | ||
| 720 | |a Adeyinka, A. A. |e author | ||
| 260 | |c 2007-07 | ||
| 520 | |a The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries. This study examined Nigeria secondary school teachers’ uses of ICTs and its implications for further development of ICTs use in Nigerian secondary schools. The study through census drawn on 700 teachers from twenty five purposefully selected private secondary schools in Ibadan, Oyo state, Nigeria. This comprised 430 males and 270 females. Their age ranged from 25 - 45 years with a mean age of 35 years. A modified instrument tagged Teachers ICT use survey adapted from ICT survey indicator for teachers and staff by UNESCO (2004) and ICT Teachers Survey by New Zealand Ministry of Education MINEDU (1999) were used for the collection of data. The results showed that teachers generally have access to ICTs in their various schools except e-mail and Internet because their schools are not connected. Technical support are lacking in the schools and teachers lack of expertise in using ICT was indicated as being the prominent factors hindering teachers readiness and confidence of using ICTs during lesson. Furthermore, the results show that teachers perceived ICT as being easier and very useful in teaching and learning. For continuous uses of ICTs by teachers, it was recommended among others that teacher training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And that emphasis must be placed on the pedagogy behind the use of ICTs for teaching/learning. | ||
| 024 | 8 | |a 1303-6521 | |
| 024 | 8 | |a ui_art_tella_assessment_2007 | |
| 024 | 8 | |a Turkish Online Journal of Education Technology 6(3), pp. 5-17 | |
| 024 | 8 | |a https://repository.ui.edu.ng/handle/123456789/10922 | |
| 653 | |a Information communication technologies | ||
| 653 | |a Teachers | ||
| 653 | |a Teaching and Learning | ||
| 653 | |a Secondary schools | ||
| 653 | |a Nigeria | ||
| 245 | 0 | 0 | |a An assessment of secondary school teachers uses of ICT's: implication for further development of ICT's use in Nigerian secondary school |