AN ASSESSMENT OF SECONDARY SCHOOLS TEACHERS’ USES OF ICT’S IN BORNO STATE, NIGERIA

Abstract

The use of ICTs in Nigeria and African countries generally is increasing. 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 sample of the study comprised of 435 teachers from thirteen randomly selected secondary schools in Biu Education Zone, Borno state, Nigeria. This comprised 294 males and 141 females. Their ageranged 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 in using ICTs during lesson. Furthermore, the results show that teachers perceived ICT as being easier and very useful in teaching and learning.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.