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Utilization of Information and Communication Technology (ICT) In Secondary School Administration in Nsukka Education Zone of Enugu State

Utilization of Information and Communication Technology (ICT) In Secondary School Administration in Nsukka Education Zone of Enugu State.

ABSTRACT  

The purpose of this study was to assess the utilization of information and communication technology (ICT) by secondary school administrators in Nsukka education zone of Enugu state.

This study employed the use of a survey design. Five research questions and five null hypotheses were generated to guide the study. The population of the study comprised 1,614 respondents (59 principals and 1,555 teachers).

Proportionate multistage sampling technique was used to select 29 principals and 311 teachers, bringing the total to 340 respondents. A researcher developed questionnaire titled, Information and Communication Utilization Questionnaire (ICTUQ) was used as the instrument for data collection.

Mean and Standard Deviation were used to answer the research questions, while t-test was used to test the null hypotheses at 0.05 level of probability.

The result of the study, among others, showed that the extent of utilization of ICT by secondary school administrators in Nsukka education zone of Enugu state is low It was also found that the challenges to the utilization of ICT by secondary school administrators include, provision of computers, epileptic power supply,

government ICT policies and programmes, training of administrators, inadequate funds, provision of incentives, willingness of administrators, poor facility maintenance and reluctance to change.

It was also noted that the gender, age, experience, and status of the administrator does not significantly influence utilization of ICT.

The study recommended that ICT facilities provided should be properly maintained in secondary schools in Nsukka Education zone, that administrators should be trained and well-motivated to utilize the facilities and that adequate funds and power supply be made available to ensure sustainable and effective utilization of the ICT facilities. 

INTRODUCTION  

Background to the Study Information and communication technology (ICT) is an umbrella term that includes the manipulation or application of any communication device encompassing radio, television, telephones, fax machines, cellular phones, computers,

computer accessories, computers network, hardware and software, satellite systems as well as the various services and applications associated with them, such as video-conferencing and distance learning.

It is a system of computer and telecommunication technologies that are used in the acquisition, analysis and transmission of information to ensure effective and efficient administration of organizations.

The United Nations Education, Scientific and Cultural Organization (UNESCO) (2002) defined ICT as the range of technologies that are applied to the process of collecting, storing, editing, retrieving and transfer of information in various forms.

Operationally, information and communication technology are the combination of networks, hardware and software, as well as means of communication, collaboration and engagement that enable the processing, management, and exchange of data,

information and knowledge between individuals and institutions for effective and efficient management. Indeed, people in organizations can only do their work effectively if they receive accurate and timely information (Maki, 2008).

This is so because organizations and schools depend on information systems to support the flow of data, information and knowledge. In order to achieve effective data collection, data entry and data flow for making internal processes more powerful,

it is necessary to utilize ICT in school administration. Adeyemi and Olaleye (2010) stated that ICT is necessary in the areas of budgeting, collection and keeping of students’ data, collection of staff data, recording of results and effective keeping of school records.  

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CSN Team.

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