Technology Knowledge Integration: Attitude of Senior Secondary School Teachers to Classroom Practices in Federal Capital Territory

Technology integration in education enhances teaching efficacy and learning outcomes, technology integration in Nigeria secondary school is not a new phenomenon in classroom instructions; because it plays a fundamental impact in shaping the future of teaching and learning across all levels. However, teachers’ attitudes toward incorporating technology into classroom practices significantly influence its adoption and success. Therefore, this study investigated teachers’ attitude towards integrating technological knowledge into classroom practices in senior secondary schools in Federal Capital Territory (FCT). The study adopted a descriptive crosssectional survey design, selecting 237 teachers from public secondary schools using stratified and simple random sampling techniques. Data were collected through a twelve (12) items structured questionnaire which was validated by experts and it yielded a Cronbach’s Alpha reliability of 0.895. The mean ratings are above the 2.50 benchmark for accepting a statement on a 4-Point Likert scale for agreement. Data were analysed using descriptive statistics, t-test, and Analysis of Variance (ANOVA). Findings revealed that there is a statistically significant difference in the level of teachers’ attitude towards integrating technological knowledge in classroom practices across age groups in senior secondary schools. Also, there is a significant difference in teachers’ attitude towards integrating technological knowledge into classroom practices in senior secondary schools based on teachers work experience. Recommendations include strengthening professional development programmes for teachers, improving access to digital tools, addressing infrastructural challenges, and promotion of a supportive educational ecosystem for technology integration into classroom practices.