An Assessment of Information and Communication Technology Competence among Social Studies Teachers in Secondary Schools in Akwa Ibom State

Abstract

Information and knowledge have become key drivers of the modern societies making it compelling for our education system to build workforces which have ICT skills to handle information that are reflective, creative and adept at problem-solving in order to be resourceful, live effectively and satisfyingly. This study investigated the level of Information and Communication Technology (ICT) competence among Social Studies teachers in secondary schools across Akwa Ibom State, Nigeria. Teaching and learning in modern education have been enhanced through the integration of ICT. The research examined the extent to which ICT is integrated into the teaching of Social Studies, exploring teachers' proficiency with various ICT tools, and identifying the challenges they face in utilizing these technologies effectively. The study adopted a survey research design, collecting data from Social Studies teachers across selected secondary schools in the state. The findings revealed significant disparities in ICT competence among teachers, with many demonstrating basic skills but limited proficiency in more advanced ICT tools that could enrich their teaching practices. Factors such as inadequate professional development, limited access to ICT resources, and infrastructural constraints were found to hinder effective ICT integration in classrooms. The study also provided actionable recommendations for improving ICT competence through continuous teacher training, better resource allocation, and supportive policies aimed at fostering greater ICT integration in Social Studies education. These findings hold important implications for educational policymakers and administrators seeking to enhance the role of ICT in the Nigerian education system.