Availability and Frequency of Use of Digital Technologies for Teaching among Public Secondary School Teachers in Ijebu Zone, Ogun State, Nigeria

This study examined the availability and frequency of use of digital technologies for teaching among public secondary school teachers in Ijebu Zone, Ogun State, Nigeria. The Technology Acceptance Model (TAM) served as the interpretive lens. A descriptive survey design was adopted. The population comprised 2,781 teachers in 71 public senior secondary schools across the six Local Government Areas in Ijebu Zone, from which 315 teachers were selected through a multistage sampling procedure. Data were collected using the researchers self-developed questionnaire name Digital Technology Availability and Usage Questionnaire (DTAUQ), validated by three experts in Educational Technology and Measurement and Evaluation, with a Cronbach’s alpha reliability coefficient of 0.82. Data were analysed using frequency counts and percentages. Findings revealed that smartphones (66.3%) and laptops (24.4%) were the digital technologies most readily available to teachers, while desktops (3.2%), tablets (4.4%) and other ICT devices (1.6%) were considerably less available. Smartphones recorded the highest daily use (72.4%), followed by laptops (26.0%), tablets (11.4%), desktops (6.0%) and other ICT devices (2.9%). Conversely, non-use was highest for other ICT devices (79.7%), desktops (58.7%) and tablets (58.4%), while smartphones recorded the lowest non-use (6.7%). The study concludes that digital technologies are available to teachers, but availability and frequency of use vary considerably across device types, with instructional use concentrated mainly on smartphones and laptops. It recommends wider provision of functional digital technologies and institutional support for their regular instructional use.