Volume/Issue :

Article type :

Original article

Page No :

28-39

Abstract :

This study is designed to examine the level of awareness of primary and secondary school teachers invited for a capacity building workshop on ICT of Nigeria’s educational policy on ICT as well as its possible influence on the use of ICT for classroom teaching and learning. Two hundred volunteers (out of the 250 participants invited from all the Local Government Areas of the state) at an ICT training workshop organized for Oyo state (Nigeria) teachers participated in this study. Data was collected using a self-constructed and validated questionnaire titled “Teachers awareness of Nigeria’s educational policy on ICT” and the data were analyzed using simple percentage, t-test and ANOVA. The study found that only a small percentage of the respondents possess a high level of awareness of the country’s educational policy on ICT, in fact, a considerable proportion of the respondents (35.1%) of the respondents were either completely ignorant of the policy or possess poor levels of its awareness. Previous training in which some of these respondents attended had no significant influence on their awareness of the country’s educational policy on ICT. The study also presented some implications of this to ICTs use for teaching and learning purposes in the schools.

Keywords :

awareness, educational policy, ICT, schools, students, teachers

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Cite as :

Olusegun F. Adebowale, & Dare N. Olufunke (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, kokybė / Education Policy, Management and Quality, 4(1), 28-39. https://doi.org/10.48127/spvk-epmq/12.4.28