Investigating Teachers’ Perceptions and use of Technology in Secondary Schools for business purposes

Abstract

The long-term mismatch between the availability of educational technologies and the appropriate use in classrooms in secondary schools is one of the primary concerns in Anambra State. The perception of teachers, their competences, and institutional constraints persist to express the level of meaningful technology application. This research examined the views of teachers regarding the use of technology in secondary schools in Anambra State. The study was guided by three objectives, three research questions, and three hypotheses. A descriptive survey research design was embraced. The sampling population was secondary school teachers, a representative sample of 500 teachers was taken. A structured questionnaire was used to collect data that had been validated by experts in educational technology and measurement and evaluation. Adequate statistical procedures were used to ensure reliability of the instrument. The results showed that teachers were usually positively inclined toward technology integration but showed moderate results regarding actual classroom integration. Poor infrastructure, lack of access to digital technologies, lack of training, and irregular power supply were important constraints that prevented effective integration. Moreover, educators who had attended earlier ICT training had better competence and levels of usage than their counterparts. The statistical analysis indicated that there were significant correlations among the perceptions of the teachers, the availability of the resources, and their teaching practices. The research concluded that teachers have positive intentions towards the integration of technology but systemic and capacity-related issues restrict effective integration. It suggested as well as better teacher training, infrastructure and supportive policies to reinforce technology integration in secondary schools.