ATTITUDINAL PERSPECTIVES OF TEACHERS ON ICT INTEGRATION IN JUNIOR SECONDARY CLASSROOMS IN ILESA, OSUN STATE, NIGERIA

The integration of Information and Communication Technology (ICT) in education has become a pivotal driver of modern teaching and learning. ICT tools, such as computers, interactive whiteboards, and online learning platforms, have transformed traditional pedagogical practices by enhancing lesson delivery, fostering student engagement, and promoting independent learning. Globally, ICT is recognized as essential for preparing learners for the demands of the digital age and for supporting quality education initiatives. In Nigeria, however, ICT adoption in secondary schools remains uneven due to challenges such as inadequate funding, limited teacher training, and insufficient infrastructure. Teachers’ attitudes, knowledge, and confidence are critical determinants of effective ICT integration, influencing how technology is implemented in classrooms. Studies indicate that educators with positive attitudes toward ICT and adequate professional development are more likely to adopt innovative instructional practices, whereas those with limited ICT competence may resist its use, thereby limiting its potential impact. This study underscores the importance of teacher readiness in realizing the benefits of ICT for enhanced learning outcomes in Nigerian secondary schools.