Assessing the Degree of Technology Integration in Teaching among Public Schools Teachers in Abuja Municipal Council Area (AMAC)

Rotimi Michael Akande; Adetayo Adekunle Adebanjo; Josephine Shola Aina

doi:10.58709/niujed.v10i2.1996

Rotimi Michael Akande National Open University of Nigeria
Adetayo Adekunle Adebanjo National Open University of Nigeria
Josephine Shola Aina National Open University of Nigeria

DOI: https://doi.org/10.58709/niujed.v10i2.1996

Abstract

The integration of technology in education is a critical focus in contemporary pedagogical discourse, particularly in developing countries where educational reforms are essential for national development. In Nigeria, policies and initiatives have been established to promote digital literacy and enhance educational quality, but challenges such as insufficient infrastructure and inadequate teacher training persist. This study investigates the degree of technology integration among public school teachers in the Abuja Municipal Area Council (AMAC) and examines the role of school administrators in enhancing teachers' capacity to integrate technology into teaching.

Employing a descriptive survey design, the study sampled 200 teachers from 21 public secondary schools within AMAC. A structured questionnaire, utilizing a 4-point Likert scale, was administered to gather data on teachers' technology integration practices and the support provided by school administrators. The instrument’s reliability was confirmed through a pilot test, yielding a Cronbach's alpha coefficient of 0.85. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used to analyze the data, alongside a one-sample t-test to evaluate the study's hypothesis. The findings revealed a moderate level of technology integration among teachers, with a grand mean of 2.78, indicating general agreement on the use of technology in instruction. The hypothesis test showed that the impact of administrators in enhancing technology integration was not statistically significant (p = 0.051). These findings suggest a need for improved infrastructure, enhanced administrative support, to better equip teachers for effective technology integration, ultimately contributing to the broader educational reforms essential for national development.

Keywords: Technology Integration, Teacher Capacity, Digital Education, School Administration