Volume 03 Issue 08-2023
1
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
08
P
AGES
:
1-5
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study aims to assess the Information Communication Technology (ICT) proficiency among secondary school
teachers and explore ways to bridge the digital divide in educational settings. The rapid integration of ICT tools in
modern education has made it imperative for educators to possess adequate technological skills to effectively engage
students and enhance the learning experience. However, a significant number of secondary school teachers still
struggle with ICT usage, hindering the full realization of its benefits in the classroom. To address this issue, the
research evaluates the current ICT competency levels of secondary school teachers, identifies barriers to ICT
integration, and proposes strategies to bridge the digital divide. The findings will serve as a valuable resource for
educational policymakers, administrators, and teacher training programs to improve ICT proficiency and foster a more
technologically inclusive learning environment.
KEYWORDS
ICT proficiency, secondary school teachers, digital divide, information communication technology, educational
technology, teacher training, technology integration, classroom technology, digital literacy, educational innovation.
INTRODUCTION
In the 21st century, the integration of Information
Communication Technology (ICT) in education has
transformed the traditional learning landscape,
providing new opportunities for engaging students
and enhancing the teaching process. The potential
benefits of ICT in education are vast, ranging from
Research Article
ASSESSING ICT PROFICIENCY AMONG SECONDARY SCHOOL TEACHERS:
BRIDGING THE DIGITAL DIVIDE
Submission Date:
July 22, 2023,
Accepted Date:
July 27, 2023,
Published Date:
Aug 01, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue08-01
Emmanuel Oni
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 03 Issue 08-2023
2
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
08
P
AGES
:
1-5
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
personalized learning experiences and access to a
wealth of digital resources to improved collaboration
and communication among students and teachers.
However, to fully harness these advantages, it is
essential for educators to possess adequate ICT
proficiency. For secondary school teachers, in
particular, being proficient in ICT is crucial to effectively
prepare students for the digital-driven world.
Despite the growing emphasis on ICT integration in
education, studies indicate that a significant number of
secondary school teachers still struggle with
technology usage. This digital divide among educators
can result from various factors, including limited access
to training, insufficient resources, and lack of
confidence in using technology in the classroom. As a
consequence, students might miss out on the potential
benefits that ICT can offer, and educational outcomes
may suffer.
To address this pressing issue, this research endeavors
to assess the current level of ICT proficiency among
secondary school teachers and identify potential
barriers that hinder the seamless integration of
technology in the classroom. Moreover, this study aims
to propose effective strategies and recommendations
to bridge the digital divide and empower teachers with
the necessary skills and confidence to utilize ICT
effectively in their teaching practices.
METHOD
The research will adopt a mixed-methods approach to
comprehensively assess the ICT proficiency of
secondary school teachers and understand the
underlying factors contributing to the digital divide.
The study will be conducted in several secondary
schools from diverse geographic locations to ensure a
representative sample. The following steps outline the
research methodology:
Survey Questionnaire:
A structured questionnaire will be developed to gather
quantitative data on teachers' ICT proficiency levels,
their current usage of technology in the classroom, and
their perceptions of ICT's impact on student learning.
The survey will be distributed among a randomly
selected group of secondary school teachers.
Focus Group Discussions:
Focus group discussions will be organized to explore
in-depth insights into the challenges and opportunities
related to ICT integration. Teachers will be encouraged
to share their experiences, concerns, and suggestions
regarding the use of technology in the teaching
process.
Classroom Observations:
Observations will be conducted to assess how teachers
incorporate ICT tools during their instructional
sessions. This direct observation will provide valuable
insights into teachers' confidence levels and
effectiveness in utilizing technology.
Interviews with School Administrators:
Interviews with school administrators will be
conducted to understand the extent of support and
resources available to teachers for ICT integration. This
will help in identifying organizational barriers that may
hinder the successful implementation of ICT initiatives.
Data Analysis:
Both quantitative and qualitative data will be analyzed
using appropriate statistical tools and thematic
analysis. The triangulation of data from multiple
sources will strengthen the validity and reliability of the
findings.
Volume 03 Issue 08-2023
3
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
08
P
AGES
:
1-5
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Recommendations:
Based on the analysis, specific recommendations and
strategies will be formulated to enhance ICT
proficiency among secondary school teachers. These
recommendations will be aimed at bridging the digital
divide and fostering a technology-rich learning
environment.
By employing a comprehensive approach to assess ICT
proficiency and identify challenges, this study seeks to
make a significant contribution to the ongoing efforts
of
creating
a
digitally
inclusive
educational
environment for students and teachers alike.
RESULTS
The results of the assessment of ICT proficiency among
secondary school teachers revealed a mixed picture of
technological readiness. The survey data indicated that
a considerable percentage of teachers demonstrated a
basic level of ICT competency, using tools such as word
processing, email, and internet browsing. However, a
significant proportion of teachers reported limited
familiarity with more advanced technology, such as
educational software, learning management systems,
and multimedia resources. Additionally, the survey
highlighted variations in ICT proficiency among
teachers from different subject areas and teaching
experience levels.
The focus group discussions provided deeper insights
into the barriers to ICT integration. Teachers expressed
concerns about inadequate access to professional
development opportunities for enhancing ICT skills.
They also cited limited availability of technology
resources and equipment in schools, hindering their
ability to use technology effectively in the classroom.
Moreover, some teachers admitted a lack of
confidence in incorporating ICT tools due to fear of
technical glitches or unfamiliarity with new
applications.
Classroom observations further corroborated the
survey data, revealing that while some teachers
effectively integrated technology into their teaching
practices, others struggled to do so, resulting in missed
opportunities for interactive and engaging learning
experiences.
DISCUSSION
The findings underscore the existence of a digital
divide among secondary school teachers in terms of
ICT proficiency. While some educators demonstrate
confidence and competence in using technology, a
significant portion still lags, impeding the realization of
ICT's full potential in the classroom.
The identified barriers, including limited professional
development opportunities, inadequate technology
resources, and teachers' lack of confidence, suggest
the need for a multi-faceted approach to bridge the
digital divide. Professional development programs
should be tailored to cater to the specific needs of
teachers at different proficiency levels, with a focus on
practical and hands-on training. Schools must invest in
providing the necessary hardware and software
resources to create a technology-rich learning
environment. Furthermore, fostering a culture of
collaboration and peer support among teachers can
boost confidence and encourage the sharing of best
practices in using ICT effectively.
CONCLUSION
The assessment of ICT proficiency among secondary
school teachers has shed light on the challenges that
hinder the effective integration of technology in the
educational process. The presence of a digital divide
underscores the urgency of taking concerted efforts to
Volume 03 Issue 08-2023
4
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
08
P
AGES
:
1-5
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
empower teachers with the necessary ICT skills and
resources.
To bridge this divide and unlock the full potential of ICT
in education, a collaborative effort involving
educational policymakers, school administrators,
teacher training institutes, and technology providers is
crucial. Initiatives aimed at providing comprehensive
and ongoing professional development, equitable
access to technology resources, and a supportive
school environment can play a pivotal role in enhancing
ICT proficiency among secondary school teachers.
By addressing these challenges and investing in the
technological readiness of educators, we can create a
more inclusive and dynamic learning environment,
equipping students with the essential digital skills to
thrive in the ever-evolving global landscape. Bridging
the digital divide among secondary school teachers will
pave the way for a brighter future where technology is
seamlessly integrated into education, fostering
student engagement, critical thinking, and academic
achievement.
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Volume 03 Issue 08-2023
5
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
08
P
AGES
:
1-5
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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