This paper investigated primary school teachers’ awareness and the use of Information and Communication Technology (ICT) in teaching. Three research questions were formulated to guide the study. The study was a survey design. The population of the study consisted of 889 primary school teachers’. 200 primary school teachers’ were the sample. Data were gathered with the questionnaire and analysed using mean scores to answer the research questions. The result of the study revealed that primary school teachers are able to identify the technological tools that could be used in teaching but are not aware of how such resources could be used. Based on the findings it was recommended among others that technological training needs of primary school teachers should be identified; The State Education Board or the Ministry of Education should provide fund to schools to procure the needed technological tools for student instruction in the primary schools.
The application of technology in teaching has become an indispensable tool in the contemporary world as a powerful means for communication and education (Obidike, Anyikwa and Enemou, 2011). Technology has come of age as a literacy instruction resource as a result of which, communication revolution is having tremendous impact on literacy education (Karchmer, 2000). In as much as the use of technology in literacy/language education dates back into history; technology has significantly revolutionized literacy instruction and education both in theory and practice over the years across the globe. In today's digital world, however, technology has contributed to an expanded understanding of teaching and learning. Besides this, children of information age also use technology skills for communicating, investigating, computing, accessing and using information, thinking critically about messages inherent in news media and understanding and evaluating data. As policymakers and educators ponder what to be literate in a digitized society means, most educators today agree that teaching or instruction, at the minimum, should include computing skills, identification and usage of audio-visuals in the classroom, assistive technology devices of all kinds, etc. All these tools are needed in preparing teachers for the instructional activities in our public schools.
According to Jordan (2009), a large body of research exists on preparing teachers to teach, use, and integrate technology in the classroom. Though this study does not directly relate to the questions posed in this study, comparisons can be made to teacher education. For instance, several of these studies report that teacher preparation programmes fail to properly prepare teachers for using and integrating technology into classroom teaching (Doering, Hughes and Huffman, 2003; Panel on Educational Technology, 1997; U.S. Congress, 1995) and that novice teachers report high anxiety in the use of technology in the classroom although they frequently use technology outside of the classroom in personal contexts (Laffey and Musser, 1998). This is a related factor, as teachers need to consider the many technologies available to them and how they could be used and integrated into everyday teaching of the curriculum (McKenzie, 2001). An important reason for reviewing these studies is to point out that teachers may or may not be equally reluctant or ill equipped to use technology for teaching purposes. If integrating technology into everyday teaching is a challenge for novice teachers, using technology as a teaching tool may prove to be equally challenging.
Furthermore, progressive educators see a greater role for information and communication technology in teaching in the; they believe that information and communication technology has the potentials to motivate...