Assessment of ICT Teachers’ Competence to Implement the New ICT Curriculum in North Eastern Nigeria.

Abstract

This study assessed the competence of ICT  of rural and urban secondary school ICT teachers for the implementation of ICT curriculum in North Eastern Nigeria. The study looked at the competence of applying ICT technical literacy on the six components of teachers work in the secondary schools. All the one thousand, seven hundred and forty four (1,744) secondary school ICT  teachers from the six states of the North Eastern Nigeria participated in the study by responding to close ended questionnaire. The instrument sought information on ICT teachers’ policy, curriculum, pedagogy, technology, administration, professional development competences and obstacles to ICT teachers’ competences. Data was analyzed through grand mean, standard deviation and percentage. Results reveal that the competence of ICT teachers on policy, curriculum, pedagogy, technology, administration and professional development is low. Obstacles to ICT teachers competences were identified as lack of hardware, software, and financial resources, lack of electricity in most rural schools and insufficient information and experience from teachers in ICT applications. It was recommended among others that  ICT should be incorporated in the professional  development of teachers and ICT curriculum should be robust enough to enhance teachers job performance in schools.

Keywords: ICT Curriculum, Teachers Competences, Curriculum Implementation, Secondary Schools.