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Survey of Teachers’ use of Computer/Internet in Secondary
Schools in South West Nigeria
Babatunde Alabi Alege and Stephen Olufemi Afolabi
Kwara State University, Malete-Nigeria
babatunde.alege@kwasu.edu.ng
stephen.afolabi@kwasu.edu.ng
Abstract: The Federal Government of Nigeria developed a National Policy for Information Technology at the
beginning of the new millennium in order to keep pace with the rest of the world and to meet the challenges of a
rapidly changing global environment. Nine years later the Technical Working Committee Group on Information
and Communication Technology submitted its report. A major propelling philosophy is to have a modern ICTdriven
educational system for the effective delivery of educational services at all levels. To what extent this has
been achieved remains to be investigated. The study was a descriptive survey carried out to investigate the
teachers’ literacy profiles, attitudes towards computers, general integration of Information and Communication
Technology and also determine the hindrances experienced by them on the integration of ICT in their teaching.
Five hundred and sixty two teachers from private and public schools in southwest Nigeria were randomly
selected. Their basic statistics include 58% females and 42% males with varying educational qualifications and
working experiences. The questionnaire used consisted of five parts based on teachers’ general information,
computer literacy, attitude, integration of ICT in their teaching and hindrances. Research questions were
generated. Data collected were analysed using simple percentage. The results indicated among others that 87%
of the teachers irrespective of their gender, school proprietorship and experience do not use computers in their
teaching. The teachers’ tendency not to use computers was determined by their lack of expertise in using ICT,
non-availability of infrastructure, equipment and software, laziness, technophobia, lack of incentives and support,
and their general attitude. It was recommended among others: that computer training programmes are organized
for all the teachers in Nigeria, adequate infrastructure and equipment should also be provided in each school,
teachers should be well remunerated to serve as incentives and Nigeria should address ICT issue with all
seriousness it deserves within the context of her education policy and implementation.
Keywords: Information and Communication Technologies, Technology Integration, Computer/Internet,
Secondary schools, Southwest Nigeria, Technophobia
1. Introduction
The end of the last millennium witnessed rapid technological advances and deep changes in several
aspects of human activity which, are taken together as indicative of a shift into knowledge era. Such
discussion according to Sringer, (2008) has stimulated much discussion about the role and processes
of education and about the role of Information and communication technology (ICT) in teaching and
learning in this new era. Presently the world is experiencing an ever-increasing use of computers in
diverse areas of human endeavour. (Chika, 2004). Numerous blueprints on education reforms and on
ICT in education and other sectors have also been set out by various governments since the mid-
1990s. In Nigeria, Information and Communication Technology (ICT) had been widely used in the
commercial and Business sectors for quite some time, particularly when Banks and other business
organizations began to automate their offices with desktop computers and other accessories for
financial networking transactions (Wodi,2009). The rapid rate at which ICTs have evolved since the
mid 20 th century, their convergence and pervasiveness have given them an active central role in
development and globalization (Nwagu, 2006; Adomi, 2010). It has been argued that ICT is the
bedrock for National survival and development in a rapidly changing environment.
As the world is witnessing rapid development in science and technology with the capability of
changing our life for better, there is an overwhelming awareness that there are great potentials that
the computer can offer when properly used in our schools. Bradly, 1996 noted that the adoption and
integration of ICT in the education sector is on the increase. A major consensus among educators is
that teachers should keep abreast of modern technology to integrate ICT in their teaching (Tahir and
Okebukola, 1995). The teacher of the 21 st century is expected to rise up to the challenges occasioned
by the new technology. Over the years, Nigeria had made several attempts to improve her education
system and make it more accessible to Nigerians and compete favourably in a competitive global
economic and social environment. Many reforms and strategic plans were introduced to address vital
educational issues for the achievement of set goals.
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