From Awareness to Adoption: Exploring ICT Integration among Secondary School Computer Science Teachers in Sabon Gari Area of Kaduna State, Nigeria

Abstract

This study examined information and communications technology (ICT) integration among secondary school computer science teachers in Sabon Gari Local Government area, Kaduna State, Nigeria, focusing on the transition from awareness to actual adoption of ICT in instructional practices. Guided by three research questions, the study examined teachers’ experiences of ICT resource availability and utilization, their perceptions of ICT competence, and the contextual factors influencing ICT adoption. A qualitative phenomenological research design to gain an in-depth understanding of teachers’ lived experience of ICT integration in the classroom research design was employed, using purposive sampling to select eight computer science teachers from secondary schools within the study area. Data were collected through semi-structured interviews and analyzed using thematic analysis. Findings revealed significant disparities in the availability of ICT resources, with some schools having access to functional ICT facilities while others faced severe shortages. Teachers in better-equipped schools reported greater opportunities for integrating technology, whereas those in under-resourced schools experienced limitations that hindered effective ICT use. ICT competence is developed through continuous professional learning, self-directed practice, and sustained engagement with digital tools. In addition, ICT adoption was also influenced by institutional support, infrastructural availability, and professional development opportunities. Despite these challenges, teachers demonstrated positive attitudes toward ICT and recognized its value in enhancing student engagement and learning outcomes. The study recommends that government and school administrators strengthen ICT infrastructure and provide continuous professional development to support effective ICT integration in secondary schools.