ASSESSMENT OF THE USE OF EDUCATIONAL TECHNOLOGY BY SOCIAL

ASSESSMENT OF THE USE OF EDUCATIONAL TECHNOLOGY BY...

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ASSESSMENT OF THE USE OF EDUCATIONAL TECHNOLOGY BY SOCIAL STUDIES TEACHERS IN
SECONDARY SCHOOLS IN WESTERN NIGERIA
Dr. Ede O.S. Iyamu and Dr. S.E. Aduwa Ogiegbaen
University of Benin [e-mail] [e-mail]
Abstract
Researches are needed in the developing countries to assess their integration of digital technologies into the curriculum implementation process. This study aimed at investigating the type of educational technology resources used by Social Studies teachers in Western Nigeria; their frequency of use, and the key variables that are related to their use. The survey used a sample of 200 Social Studies teachers who were randomly drawn from the secondary schools in Western Nigeria. The questionnaire used for the data collection had a reliability coefficient of 0.61. Both the descriptive and inferential statistics were used for the data analysis. The results showed that all the 200 subjects were non-users of educational technology. It was also found that the teachers’ use of educational technology was significantly related to their pre-service and in-service training, availability of computers in classroom, computer laboratory and regular electricity supply. The recommendations made include the need for greater emphasis on skills related to the use of educational technology resources in Social Studies teacher education programmes in
Nigerian Universities and Colleges of Education.
Introduction
At every level of education, educational technology is perceived as a vehicle for curriculum enhancement. Studies including Hadley & Sheingold, 1992; McDaniel, Melnerney & Armstrong, 1993; Hannafin & Saverye, 1993) have indicated that educational technology has the potential for enhancing student learning. Educational technology in this context refers to technology that is employed in the classroom for

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