Impact of Infrastructural Support for Integration of ICT in Curriculum Implementation in Public Secondary Schools in Taraba State, Nigeria

Digital Literacy is one of the teachers’ and learners’ competences among several competencies to be developed in the 21st century. Despite this fact, many educators have failed in training learners to acquire Digital Literacy through integration of Information Communication Technology (ICT) in curriculum implementation. The purpose of this study is to determine the influence of integration of ICT in curriculum implementation in public secondary school in Taraba State. The objective of the study was to establish the extent to which infrastructural support influences integration of ICT in curriculum implementation in public secondary schools in Taraba State. The study adopted descriptive survey research design. The target population was 52 secondary school principals, 700 teachers. Data was collected using questionnaires and interview schedules. The sample size was 16 principals randomly from 16 schools in the state, 25 teachers from urban secondary school while 45 teachers from rural secondary schools in the state. The data collected was analyzed using both quantitative and qualitative data analysis approaches whereby both descriptive and inferential statistics were used. The study established that well developed ICT infrastructure positively influences ICT integration in implementation of curriculum as majority of respondents (57.5%) indicated well established infrastructure influences ICT integration to a great extent and 20% to some extent. This brought out the glaring truth that principals who do not employ ICT expert in their schools limit the extent to which technical support is offered to the entire schools in ICT integration in curriculum implementation.