Abstract
For internet facilities to be adopted and integrated in schools, the resources should not only be available, it must also be accessible. The objectives of this study were to: identify internet facilities available for second-ary school teachers; determine whether secondary school teachers are able to access the internet facilities; and investigate how teachers’ gender influence the accessibility of internet facilities in secondary schools in Ilorin. The population of the study was limited to secondary school teachers in Ilorin, Nigeria and 251 re-spondents were randomly selected. There was no significant difference between male and female secondary school teachers’ level of accessibility of internet facilities for instruction. The study concluded that teachers have access to the available internet facilities for advanced instruction. It was recommended that, Internet Service Providers (ISPs) should be allowed to establish centres on campus in order to bring online services close to teachers.
Highlights
The guiding principle of education in Nigeria is equipping every citizen with knowledge, skills, attitudes and values as to derive maximum benefits from individuals’ membership in society, lead a fulfilling life and contribute to the development and welfare of the community
The distribution of secondary school teachers involved in the access and utilization of internet facilities for instruction according to gender showed that there was a difference in the distribution along gender lines
The findings revealed that 41.2% of the respondents agreed to the statement that teachers have been allowed to teach with the internet in their classroom practice while 58.8% disagreed with the statement
Summary
The guiding principle of education in Nigeria is equipping every citizen with knowledge, skills, attitudes and values as to derive maximum benefits from individuals’ membership in society, lead a fulfilling life and contribute to the development and welfare of the community. Education is a social medium and process of acquisition of relevant knowledge, skills and attitudes for survival in a changing world (Sanni, Amosa & Danmaigoro, 2017). Education empowers communities and citizens to fully participate in development and prosperity. Oyewole, and Oke (2013), asserted that teachers are crucial within the teaching – learning process. Teachers constitute a major input in the accomplishment of educational goals and objectives in all nations
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