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Pattern of Computer and Internet Use among Teachers in Higher Institutions in Nigeria

  • Awoleye, Michael
  • Siyanbola, William
  • Egbetokun, Abiodun A.
  • Yesufu, Thomas
  • Adewoyin, Joan

This research borders on assessing teachers’ competences in the use of ICT tools in teaching and research in Nigeria. Two common ICTs: the computer and the internet were selected, and the skills and attitudes of teachers in 7 Nigerian higher Institutions were assessed. About 760 questionnaires were distributed to 7 higher institutions comprising 4 Universities, 2 Polytechnics & one College of Education; a response rate of 67% was achieved. Our result showed that about 96.7% of the teachers have access to a PC and 84.9% have self-owned PCs. Access to Internet stood at 88.6% and the point of access was traced mostly to cyber cafés (49.8%), although slightly over half of all respondents (54.4%) claimed to have access point in their offices, and one out of every 5 have Internet connections at home. Encouragingly, 40.8% and 37.5% have more than 5yrs experience using both computer and the internet respectively and a paltry 8.5% have used both the computer and the internet for less than one year across the institutions. About 53% of these teachers were found to be frequent with the use of the computer out of which 45% spend up to 5hrs on a weekly basis. On the overall, time spent online per teacher is calculated at about 5hrs per week. A good number of the teachers were found to be proficient with varied computer applications and several Internet services (mean=3.51, S.D 1.08). To foster improved access and use of both Computer and the Internet, a number of useful policy directions are advanced. This tends to increase Teacher's productivity in all higher school of Learning.

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File URL: http://mpra.ub.uni-muenchen.de/25226/1/MPRA_paper_25226.pdf
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Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 25226.

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Date of creation: 2008
Date of revision: 2008
Publication status: Published in International Journal of Learning 5.15(2008): pp. 245-254
Handle: RePEc:pra:mprapa:25226
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