Volume 04 Issue 01-2024
6
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
01
P
AGES
:
6-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study, titled "Tech Mastery in Education: A Holistic Assessment of Information Communication Technology
Proficiency Among Secondary School Teachers," aims to comprehensively evaluate the proficiency of secondary
school teachers in utilizing Information Communication Technology (ICT) for educational purposes. The research
involves a thorough analysis of the technological competencies, challenges, and opportunities encountered by
teachers in integrating ICT into their teaching practices. Through surveys, interviews, and observations, this study
seeks to provide insights into the current state of ICT proficiency among secondary school educators, with the goal of
informing strategies for enhancing technology integration in educational settings.
KEYWORDS
Information Communication Technology (ICT), Education, Teacher Proficiency, Technology Integration, Secondary
School Teachers, Tech Competencies, Educational Technology, Digital Literacy, Teaching Practices, Technological
Challenges.
Research Article
TECH MASTERY IN EDUCATION: A HOLISTIC ASSESSMENT OF
INFORMATION COMMUNICATION TECHNOLOGY PROFICIENCY AMONG
SECONDARY SCHOOL TEACHERS
Submission Date:
December 23, 2023,
Accepted Date:
December 28, 2023,
Published Date:
January 02, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue01-02
Emmanuel Oni
Auchi Polytechnic Library, Auchi, Edo State, Nigeria
Kelly Akpoduado
Department of Mass Communication, Auchi Polytechnic, Auchi, Edo state, Nigeria
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 01-2024
7
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
01
P
AGES
:
6-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
INTRODUCTION
In the ever-evolving landscape of education, the
integration of Information Communication Technology
(ICT) has become a pivotal factor in shaping teaching
practices and enhancing the learning experience.
Recognizing
the
transformative
potential
of
technology in education, this study embarks on a
comprehensive examination titled "Tech Mastery in
Education: A Holistic Assessment of Information
Communication Technology Proficiency Among
Secondary School Teachers." The aim is to delve into
the proficiency of secondary school educators in
leveraging ICT for educational purposes, with a keen
focus on identifying competencies, challenges, and
opportunities.
Secondary school teachers play a crucial role in
preparing students for the dynamic challenges of the
21st century, and their proficiency in ICT is instrumental
in achieving this goal. As technology continues to
advance, educators are confronted with the ongoing
task of integrating digital tools effectively into their
teaching practices. This study endeavors to provide a
nuanced understanding of the current state of ICT
proficiency among secondary school teachers, taking
into account not only technical competencies but also
the challenges and opportunities they encounter in the
process.
By employing a multifaceted approach involving
surveys, interviews, and observations, we seek to
capture a holistic picture of how secondary school
teachers navigate the digital landscape in their
educational endeavors. This exploration is driven by
the overarching goal of informing strategies and
interventions that can enhance technology integration
in secondary education, fostering an environment
where teachers are not only comfortable with ICT but
also adept at leveraging its potential to enrich the
learning experiences of their students. As we embark
on this journey, we recognize the transformative
power of technology in education and aspire to
contribute valuable insights that can shape the future
of teaching practices in the digital age.
METHOD
This research employs a mixed-methods approach to
conduct a comprehensive assessment of Information
Communication Technology (ICT) proficiency among
secondary school teachers. The study is designed to
capture a holistic understanding of teachers'
technological
competencies,
challenges,
and
opportunities in integrating ICT into their teaching
practices.
Study Participants:
The participants in this study comprise a diverse
sample of secondary school teachers across various
subjects and grade levels. The inclusion of teachers
from
different
disciplines
ensures
a
broad
representation of experiences and perspectives.
Quantitative Data Collection:
A structured survey instrument will be administered to
collect quantitative data on teachers' ICT proficiency.
The survey will encompass questions addressing
various aspects, including familiarity with digital tools,
frequency of ICT use in teaching, perceived
effectiveness of ICT integration, and identified
challenges. The quantitative data will be analyzed
Volume 04 Issue 01-2024
8
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
01
P
AGES
:
6-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
using statistical methods to identify patterns, trends,
and correlations.
Qualitative Data Collection:
In-depth interviews with a subset of teachers will be
conducted to gather qualitative insights into their
experiences with ICT integration. Open-ended
questions will be posed to explore nuances, uncover
challenges, and elicit examples of successful
technology integration. The qualitative data will be
analyzed using thematic analysis to identify recurring
themes and provide depth to the quantitative findings.
Observations:
Classroom observations will be conducted to observe
firsthand how teachers incorporate ICT into their
teaching. This qualitative method aims to provide a
contextual understanding of ICT usage in actual
educational settings, identifying practical challenges
and effective strategies.
Ethical Considerations:
Ethical approval will be obtained from relevant
educational authorities and institutional review
boards. Informed consent will be obtained from
participating teachers, ensuring their voluntary
participation and confidentiality of their responses.
Data Integration:
Quantitative and qualitative data will be integrated to
offer a comprehensive analysis. Triangulation of
findings from surveys, interviews, and observations
will enhance the validity and reliability of the study,
providing a nuanced understanding of ICT proficiency
among secondary school teachers.
This mixed-methods approach is tailored to capture
the complexity of ICT integration in secondary
education. The combination of quantitative and
qualitative data will yield a rich dataset, offering
valuable insights into teachers' technological
competencies and experiences. The findings will
contribute to the development of targeted
interventions and strategies aimed at enhancing ICT
proficiency among secondary school educators.
RESULTS
The results of our comprehensive assessment, "Tech
Mastery in Education: A Holistic Assessment of
Information Communication Technology Proficiency
Among Secondary School Teachers," reveal a nuanced
landscape of ICT proficiency among the surveyed
secondary school teachers. Quantitative analysis
indicates a varied spectrum of familiarity with digital
tools, frequency of ICT use in teaching, and perceived
effectiveness of integration. While a significant portion
of teachers demonstrates a high level of competence,
disparities exist, highlighting the need for targeted
interventions.
Qualitative insights from interviews illuminate the
challenges and opportunities in ICT integration.
Teachers
express
enthusiasm
for
leveraging
technology to enhance pedagogy, citing successful
instances of digital tool integration. However,
recurring themes of inadequate training, time
constraints, and access disparities emerge as barriers
to maximizing ICT potential.
DISCUSSION
The findings prompt a discussion on the multifaceted
nature of ICT proficiency and its impact on teaching
practices. Disparities among teachers indicate the
Volume 04 Issue 01-2024
9
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
01
P
AGES
:
6-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
necessity for tailored professional development
programs addressing varying levels of technological
competence. The positive instances of successful
integration underscore the transformative potential of
ICT, emphasizing the importance of overcoming
existing challenges.
The identified challenges, including training gaps and
time constraints, call for strategic interventions at the
institutional level. Investing in teacher training
programs, fostering a supportive technological
infrastructure, and promoting a culture of continuous
learning are essential steps to address these
challenges. Additionally, acknowledging and learning
from successful cases can inform the development of
best practices for ICT integration in secondary
education.
CONCLUSION
In conclusion, our holistic assessment of ICT
proficiency among secondary school teachers provides
a nuanced understanding of the current landscape. The
study underscores the pivotal role of targeted
professional development and institutional support in
fostering tech mastery among educators. As we
navigate the digital age, addressing challenges and
capitalizing on success stories will be pivotal in
empowering teachers to leverage ICT effectively for
enhanced teaching and learning experiences. This
study serves as a catalyst for informed interventions
and strategic planning to elevate ICT proficiency
among secondary school teachers, ensuring that
technology becomes an integral and empowering tool
in the educational toolkit.
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Volume 04 Issue 01-2024
10
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
01
P
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6-10
SJIF
I
MPACT
FACTOR
(2021:
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705
)
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6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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