TEACHER TECHNOLOGY UTILIZATION AND SERVICE DELIVERY IN SECONDARY SCHOOLS IN RIVERS STATE

Abstract

The study examined teacher technology utilization practices and service delivery in secondary schools in Rivers State. The design of the study was descriptive. The population was the8,142 teachers in public senior secondary schools in Rivers State. A sample of 382teachersselected for the study using simple random sampling technique. The instrument used for data collection was a validated questionnaire that yielded reliability co-efficient of 0.82, using test re-test method. Data generated with the instrument were analysed using mean, standard deviation and z-test at 0.05 significance level. Findings of this study showed that technology utilization level of teachers in secondary schools is low. Urban teachers had a significantly higher levels of technology utilization compared to their rural counterparts. The study revealed the challenges to technology utilization among teachers as thus: lack of access to up-to-date technology resources; insufficient training and professional development opportunities for teachers; limited internet connectivity in schools; teachers’ resistance to change; financial constraints and limited integration of technology into the curriculum. The study recommended that government should provide secondary schools, especially those in rural areas, with access to up-to-date technology resources such as computers, interactive whiteboards, educational software, and internet connectivity. This can be achieved through government initiatives, partnerships with technology companies, and educational grants. The study also recommended that the Ministry of Education should encourage the integration of technology into the curriculum and teaching practices across subjects and grade levels.